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PAGES  FROM  MY   NOTE   BOOK 


A  TREATISE  ON 


PRIMARY  EDUCATION 


FOR 


PARENTS    AND  TEACHERS 


BY 

FLORENCE  CROMER  COLEMAN. 

/» 

STANFORD  UNIVERSITY,  CALIFORNIA. 

* 
COPYRIGHT  1899 

,•*" 


POMONA,  CALIFORNIA. 

PRESS  OF  THE  POMONA  TIMES. 

IQOO 


DEDICATED 

TO  OUR  LITTLE  DAUGHTER 
MARTHA. 


CONTENTS. 


I.  THE  SPIRIT  OF  THE  SCHOOL  ROOM 5 

II.  MORALS  AND  MANNERS 10 

III.  LANGUAGE — NATURE  WORK 12 

IV.  LANGUAGE — LITERATURE 2o 

V.  LANGUAGE — HISTORY 25 

VI.  LANGUAGE — READING  AND  SPELLING 30 

VII.  NUMBERS 34 

VIII.  Music 38 

IX.  RECREATION 41 

X.  CONCLUSION..  ..45 


385 


PREFACE. 


After  ten  years  of  teaching-  in  primary  grades,  I  close  the 
school  room  door  with  head  bowed  in  reverence.  L  have  been 
taught.  The  bright,  winning-  children  who  have  been  under  my 
care  have  been  my  teachers. 

I  may  aid  others  in  the  profession  by  telling  them  of  these 
lessons.  Not  in  the  language  of  a  philosopher  or  psychologist, 
but  in  the  simplicity  of  those  who  taught  me. 

"And  a  little  child  shall  lead  them." 

FLORENCE  CROMER  COMMAN. 


THE   SPIRIT   OF  THE  SCHOOL  ROOM. 

E  spirit  of .  any  school  room,  more  especially  of  primary 
grades,  should  be  exactly  the  same  as  that  of  a  model 
home.  Make  a  home  of  the  school  room.  Fill  it  with  love, 
cheer,  unselfishness,  industry,  neatness,  system  and  obedi- 
ence. 

The  teacher  who  insists  that  such  an  atmosphere  prevail  will 
find  herself  "twice  bless'd."  The  little  ones  will  come  more 
than  half  way  to  meet  her.  They  catch  the  spirit  easily  and  love 
to  practice  it.  There  is  nothing-  in  our  whole  school  system  of 
today  that  has  done  so  much  to  promote  these  elements,  from 
primary  grades  even  to  hig-h  school,  as  the  kindergarten.  God 
speed  the  good  kindergarten.  May  the  many  that  are  doing  in- 
ferior work  be  made  better. 

I  have  mentioned  seven  atributes  of  proper  school  room  spirit. 
I  look  them  over  again  and  again.  LOVE,  CHEER,  UNSELF- 
ISHNESS, INDUSTRY,  NEATNESS,  SYSTEM,  OBEDI- 
ENCE. I  can  not  choose  one  for  first  place,  nor  can  I  move  one 
down  to  last  place  as  least  important.  I  print  them  all  in  capi- 
tals. 

Though  I  may  enlarge  upon  the  last  two  I  will  say  that  no 
teacher  can  be  a  success  and  meet  the  needs  of  the  natures  with 
which  she  must  deal,  without  feeling  within  her  own  soul,  "love, 
cheer  and  unselfishness."  She  must  present  a  living*  example  of 
"industry  arid  neatness."  Do  this  and  the  whole  field  of  "Morals 
and  Manners"  and  "Ethics"  will  be  covered.  The  knowledge  of 
the  fatherhood  of  God  and  the  brotherhood  of  man  will  come  to 
dwell  with  the  members  of  that  school  without  set  lessons  of  fif- 
teen minutes  a  week,  according1  to  the  school  curriculum.  I  hear 
you  say,  "What  about  those  statistics  that  must  be  'sworn  to'  at 
the  end  of  the  year  asking  whether  fifteen  minutes  per  week  have 
been  spent  on  morals,  manners,  cleanliness,  etc."  You  may  not 
have  given  excruciating  lessons  using  maps,  diagrams,  and  letter 
puzzles  on  the  blackboard.  Ladders  with  love,  obedience  and 
truth  written  on  the  rounds.  You  have  had  five  or  six  hours 
each  day  of  good  wholesome  living,  practicing  our  seven  attri- 
butes to  the  homelike  school  room.  Add  to  these  system  and 


o  THE   SPIRIT  OF  THE  SCHOOL,  ROOM. 

obedience,  then  "government"  and  "school  room  tactics,"  about 
which  we  have  heard  and  talked  so  much,  will  be  mastered.  A 
school  so  conducted  is  not  the  result  of  incident  nor  accident,  nor 
spontaniety,  but  the  fruit  of  the  highest  order  of  careful  thought 
and  planning. 

Come  with  me.     Let  us  visit  some  school  rooms. 

Room  I.  We  are  met  by  a  dignified  woman  who  dare  not 
smile  and  greet  us  cordially,  lest  she  spoil  the  perfect  discipline. 
Scan  the  faces  of  the  children.  They  dare  not  light  up  with 
pleasure  fearing  it  is  out  of  order,  and  you  detect  a  slight  shadow 
of  trouble  and  anxiety.  We  first  listen  to  the  prim  opening  ex- 
ercises, singing  their  songs  without  much  joy  in  their  voices, 
then  monitors  are  to  pass  readers.  We  hear  the  teacher  say  in 
short,  sharp  reports,  rather  than  words,  "Monitors — turn — stand — 
pass — one — two — three — four — five — six,"  until  they  have  stepped 
together  to  all  seats  in  the  row.  Then  when  the  place  is  found 
and  Fred  is  asked  to  read,  so  much  time  has  been  spent  in  stand- 
ing with  feet  at  the  right  angle  and  book  held  just  so,  that  he 
has  lost  his  enthusiasm  for  what  he  wanted  to  tell  us  and  it  comes 
in  a  dead  monotonous  tone.  Lesson  over,  those  readers  must  be 
put  away.  Listen!  Those  sharp  reports  come  again,  one — two — 
three — four.  There — the  little  machines  are  in  position.  Now 
an  exercise  that  requires  children  to  stand  in  a  body  in  the  front 
of  the  room.  The  children  must  be  gotten  up  out  of  their  seats 
in  order  and  stood  in  rows.  How  is  it  to  be  done  ?  Another  sea- 
son of  counting.  The  miracle  is  performed.  They  stand  on 
chalk  lines  so  nice  and  straight.  So  the  time  goes  on.  No  relax- 
ation, no  ease  and  natural  life.  Will  they  have  a  rest  period  ? 
Oh,  yes.  But  what  a  rest !  Let  us  not  remain  to  hear  the  count- 
ing it  will  take  to  get  them  into  position,  nor  to  see  the  short 
pump  like  movements  called  calisthenics.  "  Is  this  not  perfect 
system  and  obedience?"  you  ask?  I  ask  you  in  turn,  is  it  a 
product  of  natural  love  and  cheer  ?  This  is  the  straight  jacket 
system. 

Room  II.  We  are  met  by  a  very  pleasant,  cheerful  lady.  Full 
of  life  and  magnetism,  she  must  be  a  delightful  teacher.  She 
speaks  of  her  little  ones  in  loving  tones  as  she  tries  to  tell  us 
what  they  have  been  doing.  We  follow  her  eyes  and  we  think 
they  must  have  been  very  busy  indeed,  and  are  still,  for  each  one 
is  moving  about.  Some  busy  in  conversation  with  next  neigh- 
bors, some  hunting  in  desks,  some  hunting  on  the  floor,  others 
have  found  something  new  and  interesting  in  the  ever  present 
sponge  and  string  that  hangs  by  the  desk.  (The  sponge  and 
slate  have  now  been  placed  on  a  shelf  in  the  school  garret.)  They 


THK   SPIRIT  OF  THE  SCHOOI,  ROOM.  7 

are  so  busy  they  do  not  look  up  to  give  the  pleasant  smile  that 
we  know  is  in  their  happy  hearts.  Happy  ?  Oh  yes,  very.  They 
are  left  entirely  free  in  their  natural  habits  and  tendencies.  Why 
shouldn't  they  be  happy  ?  After  the  teacher's  kindly  welcome, 
she  explains  she  will  have  a  story  and  reproduction.  At  which 
announcement  the  children  pause  in  their  interesting1  investiga- 
tions  long-  enough  to  hear  the  story  started,  which  is  some  time. 
The  teacher  has  to  decide,  as  she  hunts,  which  one  to  read.'  Then 
reads  about  "Apollo  and  Python,"  or  "Proserpine"  in  tones  that 
cannot  be  heard,  and  terms  beyond  them.  They  soon  find  their 
former  investigations  more  interesting.  One  or  two  perhaps 
older  than  the  others  can  grasp  the  story.  One  of  these  is  called 
upon  to  reproduce  it.  This  does  not  interest  the  others  as  they 
heard  or  tried  to  hear  it  once.  The  same  disorder  continues 
through  the  reproduction. 

Our  time  is  limited.  We  must  go.  You  say,  "  That  teacher 
was  sincerely  loving,  cheerful,  and  unselfish."  Yes,  but  was 
there  industry  and  system  ?  Any  show  of  previous  planning  in 
that  language  lesson?  Certainly  an  apt  example  of  the  "dis- 
order fad." 

Room  III.  We  are  met  by  a  woman  with  a  pleasant  face  and 
congenial  manner.  She  is  glad  to  see  us  and  says  so  in  a  sincere 
way  that  makes  us  feel  that  we  are  at  home.  We  are  struck  with 
the  quiet  restful  atmosphere,  and  begin  to  look  around  for  the 
cause.  Do  we  see  anxious,  nervous  faces  ?  No,  they  are  easy  and 
natural,  attentive  enough  to  surroundings  to  know  that  we  are 
present  and  greet  us  with  pleasant  eyes. 

They  are  finishing  the  opening  exercises  with  a  few  thoughts 
of  the  loving  care  taken  of  them  over  night,  of  the  kind  Father 
who  cares  for  "  birds  and  bees  and  flowers."  The  way  the  morn- 
ing song  is  sung-  shows  that  they  are  thinking  of  the  sentiment, 
not  their  position,  though  the  last  will  be  right  because  a  natural 
consequence.  Their  voices,  too,  show  careful,  thoughtful  use. 
Then  follow  some  practical  hints.  "How  many  are  getting  so 
they  can  prepare  themselves  for  school?"  Some  few  can,  others 
"Mama  has  to  comb  hair  and  button  dresses  yet."  "That's 
good,  you  are  gaining  self  reliance,  helping  mama.  L/ook  at 
those  little  hands.  You  decide  now  if  they  are  clean  and  have  a 
white  trimming  around  the  nails.  If  so  hold  them  up  where  we 
can  all  see  them.  If  not,  guess  you'd  better  hide  them."  The 
little  ones  are  interested  and  fair  in  their  inspection.  The  ones 
that  are  shown  meet  with  so  much  approbation,  I  am  sure  they 
will  all  be  on  parade  next  morning.  "  I/isten,"  she  says.  "Your 
eyes  are  so  bright,  your  cheeks  are  so  fresh,  let  me  see  if  your 


THK   SPIRIT   OF  THE  SCHOOL  ROOM. 

teeth  will  make  your  smile  more  beautiful."  They  all  smile  be- 
cause she  smiles,  and  the  little  white  teeth  look  as  if  they  knew 
the  tooth  brush.  If  not,  their  owners  are  thinking*  how  they  will 
try  it.  These  thoughts  took  but  a  moment  or  two.  Now  time  for 
work.  Materials  must  be  passed  to  one  class  for  emplo3Tmeiit 
while  the  other  has  a  lesson.  A  moment  of  silence  ensues. 
"Bessy  you  were  ready  first,  you  may  pass  the  material."  What 
did  that  "ready"  mean  ?  Simply  an  attentive  attitude  and  easy 
position  that  has  been  taught  them  some  time  as  a  "rest"  drill. 
What  little  one  will  not  try  to  be  worthy  the  honor  of  passing- 
things  ? 

As  the  chosen  one  moves  quietly  around  some  little  one  gets 
anxious  to"  handle  materials.  He  is  reminded  that  it  is  not  polite 
to  begin  before  all  are  served.  Isn't  it  a  relief  to  feel  the  absence 
of  the  sharp,  explosive  counting  and  monitor  system  ? 

The  next  class  must  be  arranged  in  the  front  of  the  room. 
"  Class,  attention  !  Stand  !"  They  get  up  easily  with  one  side 
movement.  This  too  may  have  been  taught  in  a  "rest"  exercise. 
They  walk  naturally  to  the  front  and  stand  in  comfortable  rows. 

This  lesson  may  be  language,  reading,  or  even  numbers,  but 
what  we  notice  particularly  is  that  they  are  full  of  their  subject. 
If  it  be  reading  they  talk  to  us  with  spirit  and  interest.  If  it  be 
language,  the  same  bubbling  over.  "From  the  fullness  of  the 
heart  the  mouth  speaketh."  If  it  be  number  games,  the  same 
animation  prevails.  It  is  a  lesson  with  a  purpose.  That  purpose 
is  thought  development — mental  culture — not  military  drill  or 
show  of  discipline.  But  the  discipline  is  there.  System  and 
obedience  are  every  where.  The  lesson  is  over.  We  hear  the 
teacher  saying,  "  L,et's  wear  our  padded  feet  to  our  seats."  See 
the  knowing  smile  on  those  little  faces.  After  they  are  seated, 
with  one  orderly  movement,  some  little  one  is  allowed »to  tell  us, 
in  his  own  natural  language,  about  a  little  animal  with  four 
"really"  padded  feet — why — wherefore — and  all  about  it.  But 
rest  time  has  come.  Doors  and  windows  open.  What  is  it  to  be  ? 
I  think  we  need  not  try  to  escape  it  here.  "Would  you  like  to 
have  a  game?"  One  suggests  the  plant  game.  Another  the 
bird  game.  Another,  the  butterfly  game.  "Let  us  select  the 
butterfty  game.  Now  we  will  all  curl  down  very  small  and  play 
we  are  butterfly  eggs."  Sligiit  movements,  little  worms  have 
hatched.  "  Now  we  must  roll  up  and  form  the  chr3rsalis,  now  a 
long  sleep."  All  rest  quietly  a  few  seconds.  "The  wings  are 
coming.  Our  houses  are  getting  small.  '  We  are  getting  too 
large  for  these  coats.  Pop  they  go.  Out  we  fly,  bright  but- 
terflies all  around  the  room  and  back  to  seats."  What  a  pleas- 


THE   SPIRIT  OF  THE  SCHOOL  ROOM. 

ant  rest !     Some  breathing  exercises  and  they  are  at  work  again. 

We  find  in  chatting-  with  that  teacher  a  few  moments  before 
our  departure,  that  she  has  but  one  rule  in  her  school.  Do  right. 
She  cultivates  within  her  pupils  a  strong  self  reliance.  She  tries 
to  make  a  monarch  of  each  one,  by  controlling  his  own  hands, 
feet,  and  lips.  If  he  can  not,  then  he  must  be  reminded  or  as- 
sisted. Government  must  come  from  within.  The  governed 
must  be  willing  participants  in  the  general  law  if  there  be  perfect 
freedom.  Kate  Douglas  Wiggiii  says,  "  It  seems  crystal  clear  at 
the  outset  that  you  cannot  govern  a  child  if  you  have  never 
learned  to  govern  yourself."  The  teacher  who  is  first  monarch 
of  herself  may  make  monarchs  of  her  pupils.  If  this  principle 
were  practiced  in  primary  grades,  the  accumulated  individual 
strength  and  royalty  would  solve  the  question  of  discipline  as  the 
grades  advance. 

Another  quality  of  this  third  teacher  was  originality.  Above 
all,  fellow  teachers,  be  original.  Do  not  throw  away  good  things 
you  may  find.  Be  intelligent  in  the  study  of  child  nature.  Read 
the  best  educational  thought.  Keep  abreast  with  the  most  pro- 
gressive professional  movements.  Be  conversant  with  leading 
educators.  Listen  to  your  superintendent  or  directors  in  the  at- 
titude of  one  who  is  anxious  to  learn.  Drink  in  all  the  good  you 
can.  But  do  not  give  up  yourself.  Assimilate  culled  materials, 
make  them  your  own,  but  do  not  let  any  system,  superintendent, 
director,  or  journal  of  methods  take  away  from  you  your  person- 
ality. .  For  then  your  potency  as  a  factor  in  education  is  gone. 
You  cease  to  exist. 

The  thoughtful  teacher  can  meet  the  needs  of  her  own  classes 
much  better  than  some  one  from  across  the  continents  or  seas. 
But  in  originating  ways  and  means  be  watchful  of  your  purpose. 
Is  it  merely  to  entertain  the  children  ?  Is  it  to  show  them  off  to 
advantage  before  some  chance  visitor  ?  Then  throw  those  plans 
away.  Change  your  purpose.  Build  on  a  foundation  of  educa- 
tional principles,  psychology  and  child  nature.  The  author  of 
any  comprehensive  method  should  have,  first ;  a  complete  mas- 
tery of  the  subject  in  hand  from  its  small  beginnings  to  its 
broader  developments.  Second  ;  a  knowledge  of  the  faculties  of 
the  mind  and  their  order  of  awakening. 

In  discussing  some  of  the  subjects  placed  on  the  imposing 
"  Course  of  Study  "  for  primary  grades,  I  may  give  some  methods 
I  have  used.  I  do  so,  not  with  hopes  that  you  will  use  them  ver- 
batim, but  to  show  how  thoughtful  study  of  class  or  individual 
will  give  inspiration  to  meet  the  requirements. 


II 

MORALS   AND   MANNERS. 

A  CANNOT  think  of  "Morals  and  Manners"  as  separate 
\Y)  subjects  on  which  to  give  outlined  lessons  of  definite 
jj  length  ( see  chap.  I ).  They  are  to  me  inseparable — an 
all  pervading-  influence  that  runs  through  the  entire  school 
room  life  It  is  there  in  every  lesson,  every  occupation,  all  gov- 
ernment. It  rests  with  you,  teachers,  to  decide  what  that  influ- 
ence shall  be. 

The  present  system  of  public  schools  will  grow  in  favor  in 
so  far  as  it  meets  the  demand  and  aim  of  our  noble  people  sup- 
porting it,  viz.,  to  elevate  the  entire  being  and  to  make  good 
citizens. 

The  great  and  adorable  Frcebel,  in  the  kindergarten,  gives 
us  the  underlying  principles.  The  school  is  a  small  community, 
the  members  of  which  are  taught  how  to  live  with  relation  to 
each  other,  how  to  'respect  each  other's  rights,  how  to  show  un- 
selfishness, love,  and  cheer,  how  to  administer  justice.  In  short, 
they  get  the  principles  of  municipal  government  and  civic  law. 
The  pupils  are  the  civilians.  How  many  children  "older  grown" 
need  just  such  training  ? 

"  Contact  is  an  important  part  of  education,  and  especially 
moral  education,"  comes  from  one  of  our  U.  S.  educators.  An- 
other says,  "A  boy  or  girl  educated  under  private  tutors  is  sure 
to  be  a  onesided  character."  Goethe  said,  "Talent  grows  in  soli- 
tude, but  character  is  developed  in  the  stream  of  life."  So  much 
in  favor  of  public  instruction. 

But  so  long  as  the  careful  mother  must  say,  "  I  dread  to  start 
my  little  ones  to  school,  they  are  pure  and  innocent  now,"  some- 
thing needs  our  careful  consideration. 

In  my  calls  on  parents  I  have  met  with  a  type  of  home  where 
the  little  ones  are  not  taught  the  first  habits  of  politeness  or 
obedience.  Their  conduct  is  especially  rude  to  "just  the  home 
folks."  Because  the  school  and  Sunday  school  teachers  do  not 
correct  these  faults  all  shortcomings  are  laid  to  public  school 
influences.  Be  careful  parents,  to  analyze  the  home  rule  before 
criticising  too  readily,  public  instruction. 

Right  here,  teachers,  let  me  urge  you  to  cultivate  the 
acquaintance  of  parents  and  homes  of  the  children.  You  -will 


MORALS  AND    MANNERS.  11 

find  such  hearty  cooperation.  You  will  learn  so  many  lessons 
from,  patient,  loving  mothers. 

If  the  home  lacks  in  these  great  things  necessary  to  child 
life,  you  will  know  the  better  how  to  supply  them.  Froebel  gave 
us  the  wonderful  "Mother's  Play"  book.  He  spent  much  time 
watching  mothers  in  their  natural  loving  ways  with  their  chil- 
dren. He  had  their  assistance  in  proving  and  trying  his  games. 

I  believe  the  moral  impressions  and  habits  of  a  child  are 
largely  gathered  from  the  way  he  is  governed.  In  character 
building  as  in  mental  development,  all  depends  on  the  self  con- 
scious effort  of  the  child.  Development  comes  from  within. 
Make  him  feel  that  the  responsibility  rests  with  him  in  all 
matters.  He  is  the  one  in  judgment.  He  must  decide,  ".Is  it 
right ;  am  I  a  troublesome  neighbor ;  can  I  control  my  own 
hands,  feet,  lips,  heart,  and  actions?"  The  watchful  teacher 
must  help  him  when  he  fails.  Sometimes  this  is  the  trying  place. 
We  are  compelled  to  impress  the  memory.  Sometimes  in  one  way, 
sometimes  another.  But  the  impression  must  be  made  so  that 
next  time,  and  the  next,  and  the  next,  his  decision  will  be  strong- 
er. This  will  develop  strength.  Must's,  dont's,  threats,  rules, 
prizes,  and  the  marking  system,  weakens  moral  responsibility. 
Oliver  Wendell  Holmes  gives  a  fine  suggestion  to  help  the  older 
pupils.  Always  consult  "The  other  fellow."  In  every  person 
there  are  two,  first  himself  and  then  "The  other  fellow."  One 
acts,  the  other  sits  in  judgment.  Just  refer  older  pupils  to  "The 
other  fellow." 

Just  as  thought  and  language  go  hand  in  hand,  so  in  char- 
acter building,  heart  elements  support  the  actions.  Clear  moral 
thoughts  and  right  decisions  in  small  school  room  affairs  "  are 
but  little  seeds  but  they  spring  up  and  bear"  strong  characters. 
"Then  you  would  let  children  do  as  they  please."  Yes.  But 
never  allow  a  mistaken  decision  to  occur  twice,  and  very  seldom 
the  first  time.  "  By  virtue  of  authority  the  teacher  controls  the 
body  of  the  child  but  its  soul  must  be  won."  How  is  it  to  be 
done  ?  Aim  to  have  the  teacher's  example  and  personality  a 
strong  influence.  The  day's  work  should  be  so  planned  from 
morning  thought  and  song  through  all  lessons,  and  even  the 
movements  about  the  school  room,  that  what  the  children 
"  please  "  to  do  will  be  the  right  thing  to  do. 

"  Build  a  little  fence  of  trust  around  each  day, 
Fill  it  full  of  loving  deeds  and  therein  stay." 

Or  in  the  language  of  our  principles,  build  a  fence  of  love,  cheer, 
unselfishness,  industry,  neatness,  system  and  obedience,  and  then 
watch  what  the  children  "please  "  to  do. 


Ill 

LANGUAGE — NATURE  WORK. 

HAVE  before  us  a  broad  subject,  one  that  embraces 
almost  every  other  on  the  curriculum  for  primary  work. 
The  object  of  all  language  work  is  to  get  clearness  of 
thought,  freedom  and  correctness  of  expression.  If 
we  are  helping  the  children  to  gain  this  mastery  it  matters  not 
whether  it  be  accomplished  in  Nature  Work,  Literature,  History, 
Geography,  Reading,  Drawing,  Numbers  or  Music.  It  should  be 
an  aim  in  all  these. 

Here  is  one  of  the  strongest  places  for  the  example  and  pre- 
cept of  the  teacher.  She  must  be  clear  and  concise  in  knowing 
what  she  wants  to  do  or  say,  and  very  definite  in  giving  direc- 
tions. She  must  cultivate  all  the  freedom  of  expression  within 
her  power;  for  here,  if  anywhere  in  her  experience,  she  must  use 
fluency  in  story  telling.  She^must  be  so  graphic  in  her  descrip- 
tions that  the  children  can  see  the  colors  and  real  thing,  when 
they  close  their  eyes  to  listen  to  her  word  painting.  Tell  your 
stories,  teachers,  do  not  read  them.  Study  them  well.  Whether 
it  be  myth,  history  or  nature  story,  make  them  feel  that  it  comes 
from  within. 

As  we  take  up  Nature  Work  let  us  see  what  we  want  the 
children  to  get  from  it.  Is  it  Scientific  knowledge;  how  to  dissect 
and  name  parts;  or  rather,  do  we  not  want  to  teach  them  to  see 
and  love  the  beautiful  in  nature  wherever  they  find  it;  and  to  find 
it  at  all  times,  as  they  walk  to  and  from  school,  as  they  breathe 
and  eat?  L/et  us  broaden  their  souls  through  habits  of  observa- 
tion so  that  when  they  are  men  and  women,  going  about  life's 
occupations,  they  will  see  and  enjoy  nature,  with  its  soothing 
influences. 

"  To  him  who  in  the  love  of  nature  holds 
Communion  with  her  visible  forms,  she  speaks 
A  various  language:  for  his  gayer  hours 
She  has  a  voice  of  gladness,  and  a  smile 
And  eloquence  of  beauty;  and  she  glides 
Into  his  darker  musings  with  a  mild 
And  healing  sympathy  that  steals  away 
Their  sharpness  ere  he  is  aware." 


LANGUAGE — NATURE   WORK.  13 

There  never  lived  a  naturalist  who  was  more  in  love  with 
nature  than  John  Burroughs.  He  asks  us  to  observe  that  from 
their  earliest  intelligence  up  to  the  ages  of  ten,  twelve  and  four- 
teen, children  are  earnestly  interested  in  nature.  They  love  the 
blue  sky,  the  birds,  the  flowers,  the  fish,  the  animals  on  theJFarm. 
Ask  the  country  boy  and  girl,  they  will  tell  you — 

"  How  the  beavers  built  their  lodges, 
Where  the  squirrels  hid  their  acorns, 
How  the  reindeer  ran  so  swiftly, 
Why  the  rabbit  was  so  timid." 

John  Burroughs  asks  us  to  follow  these  same  nature  loving  child- 
ren through  their  school  course.  They  come  out  with  minds  so 
full  of  "isms"  they  have  almost  forgotten  their  first  love. 

A  good  way  to  begin  Nature  Work  the  first  of  the  year  is  to 
have  conversation  as  a  part  of  the  opening  exercises,  allowing 
the  children  to  tell  what  they  saw  on  the  way  to  school. 

Then,  teacher,  be  a  child  with  them  (always  do  so  in  any 
lesson),  and  tell  what  you  saw.  What  a  variety  of  subjects  will 
be  suggested, — blue  sky  or  clouds — flowers — birds — nests — chick- 
ens— grass — butterflies— worms — oh,  so  much!  Treasure  up  their 
conversations,  take  them  into  consideration  in  planning  nature 
work.  Hunt  up  literature  to  supplement.  Next  let  all  make 
more  careful  observation  as  they  go  home  from  school — a  differ- 
ent time  of  day — sky  looks  different, — animals — birds,  and  all 
the3r  saw  in  the  fresh  morning  are  differently  occupied.  Then 
have  them  bring  to  school  anything  they  find  that  is  pretty, 
curious  or  odd.  Treasure  them  all  up,  they'll  bring  a  lesson  some 
da}-.  This  informal  beginning  has  done  several  things;  it  hat- 
made  you  acquainted  on  a  common  footing — not  teacher  arid 
taught  but  all  eager  investigators — it  has  shown  you  who  are  the 
thoughtful  ones,  the  timid  ones,  the  impulsive  ones.  You  can 
then  plan  how  to  get  freedom  of  expression  from  the  timid  and 
thoughtful,  and  clearer  thought  from  the  impulsive. 

Now  let  us  pass  on  to  just  enough  definite  plans  to  show  how 
the  original  teacher  can  meet  the  demands  of  her  class.  Do  not 
deal  too  much  with  technical  terms,  yet  be  scientific  within  your 
own  mind  as  you  plan.  Base  all  on  truth.  The  school  year  be- 
gins in  the  fall.  Among  the  things  that  were  brought  to  you  by 
the  children  were  worms  of  many  kinds — great,  fat,  green,  slim; 
ones — pretty  striped  ones — woolly  ones — welcome  all  of  them. 
Let  the  children  tell  you  where  they  found  them,  how  they  cap- 
tured them,  upon  what  they  were  feeding.  L,et  the  ones  who 
brought  them  fix  places  for  them  to  live  in  and  be  happy  while 
with  you.  (A  pasteboard  box  perforated,  or  a  glass  jar  covered 


14  IvANGUAGE — NATURE  WORK. 

with  netting-.)  Feed  them  daily  on  just  the  kind  of  leaves  from 
which  they  were  taken.  "How  much  they  eat;  how  fast  the  little 
ones  grow!  I  believe  that  old  one  must  be  sick  and  going-  to  die 
— we'll  see  tomorrow.  There,  he  is  hung  up  by  a  web!  Again 
we  look  at  him;  he's  covered  with  a  case  or  chrysalis."  "Let  us 
write'the  elate  on  the  blackboard,  children,  and  see  how  long  he 
sleeps."  So  watch  the  different  kinds  of  worms  until  they  have 
eaten  their  till  and  gone  to  sleep.  While  they  develop  and  you 
watch  them,  trace  up  their  past  history.  Whence  came  they?  It 
won't  be  long  until-  some  bright  little  one  will  bring  you  a  leaf 
covered  with  butterfly  eggs.  The  children  will  soon  learn  why 
the  eggs  are  laid  just  where  they  are. 

One  of  the  most  interesting  cases  that  came  under  our  obser- 
votion  was  a  box  of  silk  worms  kindly  loaned  us  by  another 
teacher.  This  box  contained  mulberry  leayes.  Upon  one  were 
eggs  hatching.  There  were  baby  worms — middle  sized  worms — 
full  grown  ones.  What  a  crackling  noise  they  made  while  eat- 
ing ;  how  fast  the  small  ones  grew  !  One  old  fellow  wove  his 
cocoon  and  we  could  watch  how  fast  he  worked  until  his  silken 
wrap  was  finished.  Do  you  think  those  children  ever  forgot  it  or 
were  afraid  to  talk  about  it  ?  What  an  intelligent  interest  we 
all  took  in  a  moth  afterward.  L,et  the  little  ones  play  they  are 
moths  and  butterflies.  They  will  tell  you  of  their  past  develop- 
ment ;  what  they  like  to  eat ;  what  they  like  to  do.  Here  is  a 
good  place  to  cultivate  the  poetical  which  can  not  be  done  too 
early. 

"  Once  I  was  a  dingy  worm  on  a  bough  ; 

Ugly,  brown  and  small :    But  see  me  now ! 

To  my  pitiful  estate— to  my  shell, 

Came  an  angel  whispering,  'All  is  well.' 

Hearing  this,  I  burst  my  bonds, — soared  and  flew." 

Soon  we  have  a  large  assortment  of  butterflies.  What  shall 
we  do  with  them  ?  See  what  a  butterfly  will  do  if  you  give  him 
his  freedom.  Teacher  and  children  go  to  the  window  ;  throw  it 
open  wide.  Hold  the  butterfly  out  in  the  sunshine.  See  it  ex- 
pand its  wings  and  measure  their  strength  !  Happy  butterfly  ; 
he  has  burst  his  bonds  ;  he  soars  ;  he  flies.  We  watch  him  light 
on  a  neighboring  rose  bush.  Thus  liberate  all  but  a  few,  saving 
one  of  each  kind.  Kill  them  in  some  painless  way,  (never  before 
the  class)  and  mount  them  on  a  card  or  chart  to  be  kept  as  a 
bright  spot  in  the  school  room.  It  will  give  excellent  material 
for  review,  color  work  and  object  drawing. 

Among  the  things  the  children  brought  you  were  seeds. 
Keep  them.  "Children,  how  many  would  like  to  have  a  school 
garden  ?  When  would  be  a  good  time  to  make  it  ?"  After  a  dis- 


LANGUAGE — NATURE  WORK.  15 

cussion  of  climatic  conditions,  seasons,  etc.,  your  decision  is 
unanimous  in  favor  of  spring  time.  Be  sure  that  the  children  are 
led  to  make  the  decision.  "Now  children,  I  have  here  a  nice 
strong-  box  in  which  we  can  keep  the  seeds  dry.  If  you  will  each 
bring-  some  seeds  we'll  put  them  in  envelopes,  mark  them  with 
your  name  and  seed  names,  and  save  them  for  our  garden. " 
What  a  fine  variety  from  onions  to  larkspur  !  This  is  the  best 
time  to  study  seed  pods  and  receptacles.  With  great  pride  we  put 
away  our  box  of  treasures  until  spring.  We  are  ready  now  for 
some  other  subject. 

Some  energetic  boys  have  climbed  high  and  found  empty 
birds'  nests.  Why  are  they  empty  ;  how  are  they  made  ;  are  all 
birds'  nests  alike  ;  who  taught  them  to  build  ?  "  See  how  many 
different  shaped  nests  you  can  find  to  bring  to  school.  If  you 
can  not  find  a  nest  bring  a  picture  ;  we'll  paste  them  all  on  this 
chart  and  study  bird  fashions."  When  the  children  have  been 
led  to  notice  the  principle  and  customs  of  bird  migration,  leave 
this  subject  until  the  return  of  the  birds  in  the  spring. 

Now  comes  a  time  when  all  children  are  looking  forward  to 
*  winter.  God  clothes  the  little  fur  covered  animals  warmer. 
Mamas  are  fixing  up  woolen  dresses  and  flannels.  While  we 
are  waiting  for  the  spring  time  we  have  such  a  tempting  field 
before  us  in  the  study  of  Geography  and  race  work.  Our  rainy 
days  are  so  full  of  "Stories  of  other  children,"  rain  drop  games 
and  songs,  we  can  not  afford  to  stay  at  home.  When  we  have 
studied  children  of  other  races,  made  our  little  paper  ships,  load- 
ed them  with  produce  and  played  "commerce"  with  them,  we 
have  spent  all  our  winter  season  and  spring  has  come. 

What  a  joyous  time  !  Hasten,  the  birds  are  coming  back  ; 
hear  them  sing  their  songs  of  love  and  chirp  and  chatter  as  they 
fix  up  old  nests  or  build  new  ones.  This  is  the  time  to  tell  Long- 
fellow's beautiful  story,  "The  Birds  of  Killingworth."  Divide 
the  school  and  let  them  sing  the  following  song  as  they  play  it 
out.  (Tune,  "Where  have  you  been,  Willie  boy." 

1.  Oh  where  have  you  been,  little  birds,  little  birds, 
Oh  where  have  you  been  little  birdies? 

We  have  been  far  away,  where  no  winter  winds  can  play, 
To  a  land  all  beautiful  with  flowers. 

2.  Oh  why  did  you  go  little  birds,  etc. 

We  could  not  stay  here,  through  the  winter  cold  and  drear. 
For  you  know  we  are  tender  little  creatures. 

}.     How  long  will  you  stay,  little  birds,  etc. 

All  the  bright  summer  days,  singing  al!  our  sweetest  lays, 
And  we  hope  we  are  welcome  with  the  children. 

4.    Oh  yes  you  are  welcome  little  birds,  etc. 

Your  songs  we  love  to  hear,  and  your  presence  is  so  dear, 
We  all  wish  you  might  stay  with  us  forever. 


16  IvANGUAGE — NATURE   WORK. 

The  children  have  not  forgotten  that  precious  seed  box  'Upon 
the  shelf.  Those  seeds  are  so  hard  and  shiny,  how  can  a  plant 
t-tart?  "Children,  we  will  take  these  large  beans  because  we  can 
see  the  parts  and  see  how  they  grow.  We  will  put  enough  for 
all  of  us  in  this  can  and  soak  them  and  see  what  happens."  On 
the  morrow  the  seeds  are  passed,  one  dry  and  one  wet  to  each 
child,  so  he  can  see  for  himself.  "Is  there  any  difference  in  size; 
is  it  easy  to  cut  the  coat  off  the  dry  one?  let  us  take  the  coat  off 
the  other."  Get  the  children  to  tell  you  of  the  two  white  lobes, 
what  they  are  for,  the  tiny  plantlet,  how  it  has  lived  all  this 
time.  Draw  them,  too,  thus  getting  another  expression  of  what 
they  see.  "Children,  let  us  see  if  there  are  live  plants  in  these 
tiny  little  flax-seeds.  I  am  going  to  take  this  glass  of  water,  lay 
this  layer  of  cotton  over;  now  watch  me  sprinkle  these  tiny  seeds 
on  the  cotton.  How  many  will  fix  some  that  way  at  home  and 
when  they  grow  bring  them  to  school  for  us  to  look  at?  I  will 
give  you  some."  So  each  little  child  takes  some  tiny  seeds  home 
to  test  and  watch. 

Now  for  our  garden.  It  should  be  planted  outdoors  if  possi- 
ble, otherwise  a  large  box  inside  will  do.  The  children  will  tell 
you  that  the  ground  must  be  plowed  or  spaded,  then  raked;  they 
will  tell  you  why.  Follow  that  process  with  yours;  lay  it  out  in 
orderly  rows.  The  work  being  done  and  seeds  planted  by  the 
little  ones  who  brought  them.  "What  must  the  seeds  have  to 
make  them  g-row?"  "Rain  and  sunshine,"  comes  the  answer. 
"We  will  set  the  box  on  the  sunny  side  of  the  room  and  appoint 
gardeners  to  water  and  cultivate  it."  Our  thoughts  and  garden 
work  may  then  be  reviewed  in  poetry: 

"Over  the  pretty  shining  coat  "In  the  heart  of  a  seed, 

We  sprinkle  the  earth  so  browa.  Buried  deep,  so  deep. 

The  sunshine  warms  its  lowly  bed,  A  dear  little  plant 

And  the  rain  comes  falling  down.  Lay  fast  asleep.' 

Patter,  patter,  the  soft,  warm  rain  "Wake,"  said  the  sunshine, 
Knocks  at  each  tiny  door,  "And  creep  to  the  light." 

And  two  little  heads  come  peeping  out,  "Wake,"  said  the  voice 
Like  a  story  of  fairy  lore."  Of  the  raindrops  bright. 

Accompany  by  suitable  movements.         The  little  plant  heard. 

And  rose  to  see 
What  the  wonderful 

Outside  world  might  be." 

THE  .SONG   OF  THE  RAIN. 

(L/et  the  children  lay  their  heads  on  their  arms  on  their  desks 
and  play  they,  are  sleeping  seeds.  Select  one  child  from  each  row 
to  be  rain  drops.  As  first  stanza  is  sung  let  them  pass  quickly 
and  lightly  up  and  down  the  rows,  tapping  gently  on  the  child- 


LANGUAGE  —  NATURE   WORK. 


ren's  heads.  Rain  drops  find  seats  by  time  first  stanza  closes. 
Accompany  second  stanza  by  suitable  movements  —  peeping 
through  fingers,  standing-,  bowing-,  etc.) 

("Song  of  the  Rain,"  from  "Songs  and  Games  for  Little  Ones:"    Walker  &  Jenks. 
Oliver  Ditson  &  Co.) 


BHsE— ^l§Hw  =i^!5w= 


sltrwer  t  i 


i.     To  the  great  brown  house  where  the  flowers  dwell, 

Came  the  rain  with  its  tap,  tap,  tap! 
And  whispered,  "Violet,  Snowdrop,  Rose. 
Your  pretty  eyes  you  must  now  unclose 

||From  your  long,  long  winter's  nap,"|| 

Said  the  rain  with  its  tap,  tap,  tap! 

a.     From  the  doors  they  "peeped  with  a  timid  grace, 

Just  to  answer  this  tap,  tap,  tap! 
Miss  Snowdrop  courtesied  a  sweet  "Good-day." 
Then  all  came  nodding  their  heads  so  gay, 
!|And  they  said,  "We've  had  our  nap,"H 
Thank  you,  rain,  for  your  tap,  tap,  tap!" 

I  hear  you  say,  "That's  all  very  nice  on  paper  but  I  don't  see 
how  any  one  can  keep  order  and  have  such  lessons.  Besides,  we 
would  have  no  time  left  for  reading1  and  spelling-." 

All  that  I  write  are  "Notes  From  Experience."  I  am  not 
venturing-  into  the  theoretical.  These  plans  were  there  once  but 
I  have  proven  them.  The  order  and  busy  contentment  of  my 
little  ones  was  never  so  marked  as  when  doing  just  such  work. 
Reading  and  spelling  are  more  easily  mastered  after  such  re- 
freshing change. 


18  LANGUAGE — NATURE  WORK. 

This  work  will  not  consume  more  than  fifteen  or  twenty  min- 
utes a  day,  and  many  times  only  five  or  ten  when  hasty  observa- 
tion is  taken  of  sleeping-  worms  or  growing  seeds.  I  usually  took 
some  Friday  afternoon  to  plant  the  garden. 

L<et  me  emphasize  once  more,  that  unless  you  get  clearness 
of  thought,  freedom  and  correctness  of  expression  from  the  pu- 
pils, one  great  aim  has  been  lost.  True,  they  have  learned  to 
observe;  but  you  wish  as  well  to  make  it  language  work. 

I  have  tried  to  show  you  that  very  nearly  all  the  working, 
and  all  the  talking,  was  done  by  the  children,  the  teacher  giving 
guiding  hints  only.  Get  them  full  of  the  subject  and  they  will 
talk.  One  way  to  help  the  timid  ones  is  to  select  them  in  this 
manner:  "Mary,  Nellie,  Frank  (and  others),  will  you  be  butter- 
flies? If  you  will  come  to  the  front  of  the  room  and  tell  the 
children  about  yourselves  from  the  time  you  were  eggs  until  now; 
I  will  let  you  go  into  the  hall  while  I  tell  the  others  a  story." 
These  timid  ones  talk  and  talk  well.  When  they  have  gone  into 
the  hall  I  tell  a  story  that  changes  the  subject  entirely  for  awhile. 
I  make  it  short  so  that  it  may  be  easily  reproduced. 

The  hall  door  is  opened.  What  an  air  of  pleasing  mystery  ! 
The  ones  who  were  out  are  so  anxious  to  hear  the  story.  The 
ones  who  remained  have  a  strong  incentive  to  tell  every  bit  of  it, 
for  they  know  the  absent  ones  want  to  know  all  about  it.  Write 
the  names  of  ones  who  reproduce  the  story  on  the  blackboard. 
They  may  go  into  the  hall  next  time.  On  some  other  day  start 
the  game  by  having  children  personate  seeds,  telling  what  hap- 
pened to  them  after  being  placed  in  the  ground.  Then  continue 
game  as  above. 

You  ask,  "How  are  you  going  to  correct  incorrect  expressions 
used  by  the  children?"  This  is  a  very  delicate  point.  Never 
stop  a  child  when  he  is  glowing  with  enthusiasm.  You  cool  his 
ardor.  He  gets  confused  and  loses  his  thoughts.  Just  imagine 
what  it  would  mean  to  you.  It  takes  care,  patience,  and  persist- 
ence to  establish  good  habits  of  speaking.  Simply  pick  out  that 
child's  thought  arid  say  it  after  him  in  a  good  expression,  having 
him  repeat  it  if  you  like;  but  never  stop  him  until  he  has  entirely 
finished. 

Many  teachers  begin  very  early  in  the  primary  grades  to  re- 
quire written  language  from  original  expressions.  They  cramp 
the  splendid  culture  of  observation  and  thought  by  trying  to 
crowd  in  the  mechanical.  Don't  do  it.  Think  what  a  world  of 
things  a  child  must  get  in  its  first  school  years  !  The  written 
language  in  the  First  year  at  least  should  be  copied  from  correct 
forms;  from  the  reader  or  nature  lesson  in  which  you  write  sen- 


LANGUAGE — NATURE  WORK.  19 

tences  dictated  by  them,  and  they  in  turn  copy.  Get  fluent, 
thoughtful,  oral  expression  in  lower  grade  and  the  mechanical 
will  care  for  itself.  The  intermediate  grade  teachers  will  "rise 
up  and  call  you  blessed." 

I  do  not  give  this  outline  of  lessons  as  one  to  be  adopted  or 
methods  used.  I  simply  want  to  help  you  to  catch  the  spirit  of 
originality  in  following  a  natural  sequence.  In  graded  schools 
it  would  be  well  for  the  great  field  of  natural  history  to  be  divided 
up.  First  grade,  such  work  as  I  have  suggested.  Second  grade, 
consider  shapes,  veination,  purpose  of  leaves,  and  take  up  more 
carefully  insect  life;  always  being  careful  to  increase  technicali- 
ties in  proportion  to  advance  of  grade;  using  natural,  spontaneous 
methods;  cultivating  appreciation  of  the  beautiful,  and  rever- 
ence and  love  for  the  Creator  and  His  creations. 


IV 

LANGUAGE — LITERATURE. 

Fv  best  of  literature  is  not  too  good  for  the  school  room. 
The  field  of  suitable  material  is  so  great  and  time  so  short 
it  becomes  a  question  as  to  which  would  be  the  choicest 
memory  gem  for  the  children  to  carry  away.  Use  abundant- 
ly of  myth,  poem,  and  extracts  from  standard  prose  works.  The 
teacher  here  tests  her  own  clearness  of  thought,  freedom  and  cor- 
rectness of  expression;  for  she  should  first  make  the  production 
of  the  author  as  nearly  her  own  as  possible  and  then  give  it  to 
the  children.  Afterward  read  parts  from  the  original  in  all  its 
purity.  The  parts  that  are  especially  suited  teach  to  the  child 
reri,  thus  giving  them  most  excellent  drill  in  rhetoricals. 

Are  your  children  studying  Geography  and  natural  phenom- 
ena? Why  not  give  them  from  Homer's  Odyssey  the  story  of 
"^}olus  and  the  Bag  of  Wind;"  or  "Apollo  and  Python,"  "Iris 
and  the  Sun"?  James  Whitcomb  Riley's  stanzas  on  "The  Brook" 
in  our  rain  and  water-form  study,  delights  the  children  as  they 
wave  their  arms  in  suitable  motion: 

Little  brook,  little  brook. 

You  have  such  a  happy  look, 
Such  a  very  merry  manner  as  you  swerve  and  curve  and  crook. 

And  your  ripples  one,  and  one, 

Reach  each  other's  hands  and  run, 
Like  laughing  little  children  in  the  sun. 

Again  from  Longfellow,  the  rainbow  is — 

"A  bridge  of  colors  seven, 
Climbing  up  once  more  to  heaven 
Opposite  the  setting  sun." 

Just  notice  how  much  there  is  in  that  quotation.  Are  you  study- 
ing seeds?  Read  Frances  Hodgson  Burnett's  story  of  "The 
Proud  Grain  of  Wheat."  This  is  excellent.  My  children  have 
followed  it  with  oral  reproduction  and  pencil  sketchings  showing 
a  rich  gain  of  thought.  The  story  of  Proserpine  illustrates  sea- 
sons. "Five  Out  of  One  Shell,"  also  "The  Daisy"  from  Hans 
Anderson,  carry  many  beautiful  thoughts. 

"The  Bell  of  Atri"  gives  a  perfect  lesson  on  humane  treat- 
ment of  animals.  Teachers,  if  you  have  not  read  Longfellow's 
"Birds  of  Killiiigworth,"  do  so  for  yourselves  arid  your  heart  will 
carry  it  to  your  school.  What  a  wonderful  view  of  the  economy 


LANGUAGE— LITERATURE.  21 

of  nature;  the  grades  of  human  nature;  the  triumph  of  culture: 
the  return  of  the  birds!  Oh,  the  spirit  of  that  day.  Read  it, 
teachers,  over  and  over.  Give  it  to  your  children  in  all  its  rich- 
ness. "Seven  Little  Sisters"  never  grows  old  in  study  of  races. 
For  the  Indian  race  nothing-  can  be  found  to  depict  strength, 
character,  modes  of  living,  modes  of  warfare,  terms  of  peace 
making,  early  hardships  and  child  life  as  Hiawatha.  Tell  the 
story,  teaching  the  children  suitable  extracts.  You  cannot  dwell 
too  long  on  those  pure  rythmical  lines.  Another  beautiful  poem 
for  the  same  race  is  Lowell's  "Chippewa  Legend."  This  appeals 
particularly  to  the  humanity  side  of  the  children. 

There  are  times  when  children  and  teacher  want  something 
merely  restful  and  entertaining,  others  when  moral  tone  or  heart 
culture  is  the  theme.  "The  Children's  Hour"— "Curfew  Bell"— 
"The  Arrow  and  the  Song"  are  fine  in  sentiment  from  our  much 
loved  Longfellow.  "Little  Lord  Fauntleroy"— "Black  Beauty" 
— "Beautiful  Joe"  are  good  additions  to  the  list. 

If  you  wish  to  have  a  good  laugh  together,  read  John  Spicer's 
Lectures  on  Manners.  They  will  give  you  good  points.  They 
crowd  into  my  mind  too  numerous  to  mention.  But  why  mention 
them?  You  can  search  and  find  many  gems  that  have  escaped 
me.  Use  them  rather  than  mine  if  yon  like.  I  have  simply  tried 
to  show  you  how  to  adapt  the  best  material  around  us  to  child 
nature  in  such  a  way  as  to  enrich  through  a  long  life.  Use  such 
instead  of  empty  little  jingles  that  last  for  the  time  only.  Read 
for  yourselves,  teachers  and  parents,  "The  Evolution  of  Dodd"— 
"Captain  January" — "Sentimental  Tommy" — "The  Birds'  Christ- 
mas Carol"— "Story  of  Patsy"— "Timothy's  Quest."  No  edu- 
cator of  this  age  can  afford  to  miss  reading  "Sonny"  by  Ruth 
McEnery  Stuart. 

"What,  those  juvenile  books!  I  spend  enough  time  on  child- 
ren at  school;  I  want  to  study  other  things  when  I  am  free." 
Certainly,  dear  teachers,  we  must  guard  against  "one-sidedness:" 
we  want  to  cultivate  our  tastes  along  advanced  educational 
planes.  But  remember  we  can  never  get  too  near  the  child  heart. 
Froebel,  in  his  child  study  and  close  association  with  simple, 
single  minded  mothers,  was  not  afraid  of  becoming  one-sided. 
A  great  man  of  our.  own  country,  President  Elliot  of  Harvard,  is 
devoting  the  wealth  of  his  mature  mind  to  child  study.  David 
Starr  Jordan,  president  of  Leland  Stanford,  Jr.,  university,  gives 
us  from  his  pen  at  one  time  "Foot-notes  on  Evolution,"  at  another 
stories  for  his  little  Barbara.  The  Great  Teacher  says:  "Suffer 
little  children  to  come  unto  me,  for  of  such  is  the  kingdom  of 
heaven." 


22  LANGUAGE — LITERATURE. 

While  using-  material  from  good  authors  we  can  cultivate  a 
desire  in  the  children  to  learn  their  biography.  I  have  a  set  of 
photographs  of  authors,  equal  size,  and  one  frame  to  fit  them.  I 
change  the  picture  to  suit  the  time  and  subject.  The  children 
watch  that  frame  with  much  interest.  A  review  of  photographs 
proved  that  they  did  not  forget  acquaintances  thus  formed. 

Did  you  ever  search  biographies  for  points  especially  inter- 
esting to  children?  I  found  that  Whittier  was  a  tall,  black  eyed, 
kind  faced  country  boy,  whose  home  life  meant  more  to  him  than 
anything  else.  He  was  always  kind  to  Indians  and  negroes. 
When  he  grew  old  he  gathered  around  him  things  that  were  most 
entertaining  to  little  ones,  invited  them  in,  and  spent  afternoons 
with  them.  They  loved  the  man  with  the  parrot  who  romped  and 
played  with  them.  They  helped  him  feed  the  squirrels,  play  with 
the  dogs  and  make  garden.  Do  you  think  they  understand  his 
"Red  Riding  Hood"  any  better  as  they  look  into  his  kind  face  in 
the  photograph?  They  know  now  why  he  would  have  the  little 
girl  scatter  a  part  of  her  Christmas  dinner  out  in  bleak  cold  as 
she  called; 

"Come  squirrel  from  your  hollow  oak, 
Come  black  old  crow,  come  poor  blue  jay. 
Before  your  supper  blows  away. 
Don't  be  afraid,  we  all  are  good, 
And  I'm  mama's  Red  Riding  Hood." 

Did  you  know,  teachers,  that  when  Longfellow  was  in  his  last 
illness  the  children  would  silence  their  voices  and  go  around  the 
sidewalk  in  passing  his  house  because,  they  said,  "we  must  not 
disturb  Mr.  I^ongfellow,  he  always  loved  us  children  so."  His 
picture  was  never  forgotten  after  hearing  this  story. 

Another  subject  in  the  course  of  study  that  has  been  a  bug- 
bear to  many  grades  is  Rhetoricals.  They  are  required  and  they 
are  good.  The  abuse,  not  the  proper  use,  has  been  the  fault.  It 
is  so  easy  to  cut  rhymes  or  jingles  from  some  juvenile  paper  and 
send  them  home  to  be  learned  in  any  way  possible.  You  know 
the  result  better  than  I  can  tell  you;  how  these  disconnected 
verses  are  hummed  to  a  monotonous  tune  rather  than*  recited. 
Some  of  the  most  delightful  hours  in  our  school  were  those  de- 
voted to  Rhetoricals,  usually  on  Friday  afternoon,  occurring 
often  enough  to  give  each  child  one  chance  a  month.  We  con- 
verted our  school  into  literary  societies,  which  pleased  the  small 
ones  very  much  because  it  was  like  the  big  pupils  who  went  up- 
stairs. A  number  were  selected  as  speakers  and  sat  across  the 
platform.  Our  program  consisted  of  talks,  stanzas  of  poetry 
and  songs  by  the  school;  having  one  line  of  thought  running 


LANGUAGE — UTBRATURE. 

throug-h  the  whole  program.  "How  long-  did  it  take  to  prepare 
it?"  Not  five  minutes  of  school  hours  aside  from  regular  oral 
language,  science,  or  music  work.  It  caused  the  teacher  some 
careful  planning-  that  each  might  receive  the  individual  benefit 
needed.  These  hours  were  entertaining-  to  any  chance  visitor  as 
well  as  ourselves.  I^et  me  give  you  an  example:  "Children,  how 
many  would  like  to  spend  an  hour  on  Friday  talking  about  Hia- 
watha? We  will  have  a  literary  society  and  I  will  select  the 
members  this  afternoon."  They  listen  eag-erly  for  the  names, 
knowing-  if  they  are  not  selected  this  time  they  will  be  another. 
A  dozen  are  chosen  as  speakers  and  given  their  subjects  about  as 
follows:  Hiawatha's  babyhood — The  things  he  played  when  he 
was  a  boy — Who  his  wood  friends  were — What  he  had  to  eat  and 
wear  and  how  he  got  them — His  first  hunt  and  the  deer  he  killed 
(what  a  proud  time  !) — How  he  was  to  help  his  people — The  story 
of  Minne-ha-ha — The  famine;  each  little  one  telling  in  his  own 
sweet  way  what  he  knows  on  his  subject.  These  prose  reproduc- 
tions are  interspersed  by  stanzas  recited  by  others  on  the  plat- 
form as  the  subject  suggested. 

What  the  Mighty  Father  taught  them— 

"All  your  strength  is  in  your  union, 
All  your  danger  is  in  discord." 

What  Hiawatha  learned  from  the  birds — 

"Then  the  little  Hiawatha 
Learned  of  every  bird  itsJanguage, 
Learned  their  names  and  all  their  secrets. 
How  they  built  their  nests  in  summer, 
Where  they  hid  themselves  in  winter, 
Talked  with  them  whene'er  he  met  them, 
Called  them  'Hiawatha's  chickens.'  " 

The  arrow  that  killed  that  first  deer— 

"Ah,  the  stinging,  fatal  arrow, 
Like  a  wasp  it  buzzed  and  stung  him. 
Dead  he  lay  there  in  the  forest." 

A  description  of  the  winter,  from  "The  Famine"- 

"O,  the  long  and  dreary  winter ! 
O,  the  cold  and  cruel  winter ! 
Ever  thicker,  thicker,  thicker, 
Froze  the  ice  on  lake  and  river,"  etc. 

Thus  leading  the  children  to  give  good  selections  with  spirit  and 
suitable  rhetorical  effects,  because  they  feel  them,  understand 
them,  and  have  never  heard  them  any  other  way.  Our  exercises 
close  with  an  Indian  lullaby  that  has  been  taught  in  the  music 
\vork  as  a  complement  to  Indian  life.  It  is  sung  to  the  tune  of 


24  LANGUAGE— LITERATURE. 

"Sweet  and  Twow,"  in  sweet,  lulling  tones  and  rocking-  motion  of 
the  arms  where  suitable,  until  the  sunlight  conies  and  wakes  the 
papoose. 

Swing  thee  low  in  thy  cradle  soft, 

Deep  in  the  dusky  wood; 

Swing  thee  low  and  swing  aloft, 

Sleep  as  a  papoose  should. 

Thy  mother  is  near  thee,  rest,  little  one  rest; 
The  silver  moonbeams  shine  on  thy  little  breast; 
Sleep  like  the  birds  in  their  nest, 
Sleep  my  little  one,  sleep  my  pretty  one,  sleep. 

.  The  father  lies  on  the  fragrant  ground, 

Dreaming  of  hunt  and  fight; 
The  pine  leaves  rustle  with  mournful  sound, 
All  through  the  solemn  night; 

But  the  little  papoose  in  his  cozy  nest, 

Is  swinging  low  as  he  takes  his  rest, 

'Til  the  sun  brings  the  light, 

Wake,  my  pretty  one,  wake,  my  pretty  one,  wake. 

Other  rhetorical  afternoons  may  be  spent  reviewing  all  the 
store  of  literature  that  has  been  taught,  and  taking  no  extra 
time  in  preparation,  thus  giving  purpose  and  real  benefit. 


LANGUAGE — HISTORY. 

HETHER  we  name  this  chapter  History  or  Patriotism 
it  matters  not.     The  two  are  inseparable  when  study- 
ing  of  one's  own  country,  and  an  adult  student  is  bound 
to  feel  the   glow  of   patriotism.     In   Primary  grades 
there  must  be  an  especially  patriotic  teacher  in  order  to  properly 
thrill  the  little  ones  with  the  history  of  their  country. 

The  popular  ways  of  taking-  up  this  line  of  work  are  flag- 
drills,  songs,  and  observances  of  memorial  days.  These  are  good, 
yet  had  better  be  left  entirely  than  be  done  in  the  listless  "driven 
to  duty"  way  that  some  follow.  While  we  teach  the  outward 
form  of  flag  drills,  salutes,  etc.,  let  us  not  neglect  to  cultivate 
good  healthy  character  building  underneath.  Get  children  away 
from  the  idea  that  to  wear  a  uniform,  carry  a  gun,  and  cheer  the 
flag,  are  the  only  requisites  of  a  good  soldier! 

Give  some  conception  of  the  dignity  of  the  ballot.  The  boy 
who  develops  such  citizenship  as  will  cast  an  honest  ballot  is 
more  truly  a  soldier  than  he  who  can  fire  an  unerring  shot. 

A  lazy,  listless,  dishonest  boy  will  never  make  a  good  Ameri- 
can soldier,  neither  in  civic  nor  military  duties. 

"  Oh,  the  American  boy  is  a  busy,  busy  boy, 
A  boy  exceedingly  busy  is  he, 
Fnom  morning  till  night  he  finds  his  delight, 
In  being  as  busy  as  busy  can  be." 

In  the  observance  of  Thanksgiving  day,  Washington's  and 
Lincoln's  birthdays,  as  at  all  other  times,  do  not  fail  to  get  down 
to  the  level  of  the  children.  You  miss  the  greatest  purpose  if 
you  dwell  on  dates,  military  maneuvers  and  bloodshed.  These 
can  be  grasped  later  in  their  definite  study.  Here  develop  love, 
enthusiasm  and  respect  for  these  great  men. 

There  should  have  been,  preceding  and  blending  in  with 
these  occasions,  a  connected  thread  of  history  so  that  the  little 
ones  are  intelligent  in  their  celebrations.  Pictures  of  these  noble 
faces  should  always  be  at  hand  and  hung  when  occasion  calls  for 
them.  Their  silent  influence  is  worth  more  than  we  know. 

Thanksgiving  time  is  so  rich  in  American  lore  we  scarcely 
know  where  to  begin.  Tell  the  story  of  the  Puritans  ;  not  the 
grown  up  folks,  but  the  children.  What  they  did  when  they  first 


26  LANGUAGE — HISTORY. 

came  here — the  two  little  children  who  were  born  on  the  May- 
flower, Peregrine  White  and  Oceaiius  Hopkins — the  hardships 
they  had  to  encounter — their  queer  little  cradles  and  clothes — 
the  story  of  their  first  Thanksgiving-.  Mara  L.  Pratt's  "Ameri- 
can History  Stories"  are  very  fine  for  helps.  One  Thanksgiving 
lesson  I  have  taught  my  school  has  been  the  following  : — "Child- 
ren, how  many  would  like  to  have  a  surprise  for  Papa  and  Mama 
and  all  others  who  inay  eat  with  you  on  Thanksgiving  day?"  Of 
course  all  are  eager  to  do  so.  "C£n  you  keep  a  secret  ?  All  right, 
I  will  try  you."  (The  above  lessons  about  the  Pilgrims  have 
been  learned  so  this  step  is  not  new.)  "I  am  going  to  teach  you 
a  little  poem.  Listen,  I  will  read  it :" 

"  Here  by  each  plate  as  you  see, 
Are  five  grains  of  corn  in  a  row, 
To  make  us  remember  the  Pilgrims, 
Who  came  here  so  long  ago. 

F^or  five  little  grains  of  corn, 
I  m  sure  I've  heard  some  one  say, 
Was  all  that  they  had  for  dinner 
One  very  cold  winter's  day. 

All  these  good  things  around  us, 
Were  sent  from  heaven  above, 
So  let  us  thank  the  Father, 
For  all  his  care  and  love." 

"Now  if  you  will  learn  this  poem  I  will  give  you  enough  grains 
of  corn  to  put  five  by  each  plate.  Find  out  how  many  are  to  sit 
at  your  table — how  many  five's  you  want — I  will  pass  them  to 
you  the  day  before." 

I  used  a  few  minutes  after  flag  salute  each  morning  to  teach 
them  the  poem  so  that  they  could  repeat  it  with  good  expression 
and  intelligence.  Do  you  think  those  children  were  ready  for 
that  corn  ?  They  learned  well  their  lesson  in  history,  patriotism 
and  numbers.  They  knew  how  many  five's  they  were  to  have, 
also  the  aggregate.  When  I  placed  a  box  containing  shelled  corn 
at  the  front  of  each  row,  quietly  and  quickly  each  one  came  and 
counted  out  his  number  and  arranged  on  his  desk  as  if  by  so 
many  plates.  This  done  we  recited  the  poem  once  more.  Their 
secret  need  not  be  kept  much  longer.  They  carry  their  treasure 
home. 

The  day  after  Thanksgiving  our  language  lesson  was  con- 
versation. How  eagerly  each  child  told  wher'e  he  hid  the  corn; 
what  a  time  he  had  to  get  it  arranged  by  the  plates;  the  surprise 
and  pleasure  of  all  who  heard  the  poem.  I  know  the  secret  was 
kept  and  a  serious  impression  made  on  the  adults;  for  fathers 
and  mothers  spoke  to  me  of  their  surprise  and  gratitude  that 
such  a  lesson  in  history  had  been  taught  their  little  ones.  They 
told  about  the  Pilgrims  mentioned  in  the  poem. 


LANGUAGE — HISTORY.  27 

Of  all  the  times  in  the  year  to  teach  lessons  of  humanity, 
Thanksgiving-  and  Christmas  are  the  best.  There  are  poor  chil- 
dren yet,  and  a  suitable  spirit  and  offering-  at  this  time  plants 
seeds  of  benevolence  that  remain  with  the  children  throug-h  life. 

When  Washing-ton's  birthday  comes  he  is  not  a  strang-er. 
The  children  have  become  acquainted  with  him  and  his  wife  in 
their  reg-ular  line  of  history.  They  have  framed  their  pictures 
with  their  own  hands  and  look  at  them  with  pride  as  they  grace 
the  walls.  I  am  not  going-  to  suggest  that  you  tell  the  "hatchet" 
story;  you'll  do  it  any  way,  though  none  of  us  know  whether  it 
was  a  cherry  or  apple  tree.  But  the  great  lesson  of  truthfulness 
can  be  brought  out  here  as  at  no  other  time.  We  can  find  other 
stories  of  his  remarkable  uprightness.  One  of  the  prettiest  ways 
we  tried  to  commemorate  his  name  was  to  plant  it  with  grains  of 
wheat  on  our  sand  table. 

We  had  finished  our  land  form  study  so  we  made  a  "great 
plain"  of  our  sand  table,  wet  it  well,  and  I  took  a  stick  and  wrote 
the  name  "Washington."  The  children  scattered  wheat  along 
in  the  word.  I  smoothed  it  over  gently.  A  gardener  selected 
from  the  school  watered  it  daily.  Do  you  think  there  was  any 
lack  of  interest  shown  in  that  illustrious  name  as  it  grew  in 
living  green? 

The  great  lessons  to  be  learned  from  Lincoln's  life  were:  his 
loving  patience  in  all  he  did,  his  gentleness  to  all  God's  creatures, 
human  or  animal.  Have  you  ever  told  your  children  about  the 
three  little  girls  at  his  reception  at  the  White  House?  They  were 
poorly  dressed,  but  curiosity  and  bravery  led  them  to  slip  in 
among  the  crowd.  They  grew  a  little  frightened  when  they  came 
before  the  great  tall  president.  Hand  in  hand  they  were  gliding 
by  as  quickly  as  possible,  when  he  saw  them.  "You  little  girls 
are  not  going  by  without  shaking  hands  with  me,"  he  said.  This 
powerful  man  with  the  great,  gentle  heart  stooped  down  and 
shook  hands  with  each  one  heartily. 

Abraham  Lincoln  was  once  on  a  journey  with  some  fellow 
travelers.  When  they  stopped  to  water  their  horses  he  did  not 
appear.  The  inquiry  was  made,  "Where  is  lyincoln?"  *iOh," 
said  one,  "when  I  saw  him  last  he  had  two  young  birds  which 
the  wind  had  blown  from  their  nest,  and  he  was  hunting  for  the 
nest  that  he  might  put  them  back."  When  Lincoln  came  up  they 
laughed  at  him;  but  he  said,  "I  could  not  have  slept  if  I  had  not 
restored  those  little  birds  to  their  mother." 

Every  school  room  should  contain  a  good  specimen  of  our 
flag  draped  in  some  conspicuous  place.  In  the  front  of  the  room 
is  an  excellent  place  as  it  is  always  ready  for  the  salute. 


28  LANGUAGE — HISTORY. 

The  military  salute  to  the  flag-,  followed  by  some  patriotic 
words,  quotation  or  song-,  is  an  appropriate  opening  for  each  day, 
and  never  grows  tiresome  to  children,  nor  to  the  teacher  who  has 
some  patriotic  thought  or  lesson  to  offer  very  often.  There 
should  be  enough  small  flags  (up  to  date  so  that  the  number  of 
stars  be  correct)  for  each  child.  If  passed  before  the  children 
enter  the  room  no  time  is  wasted  and  it  is  a  suitable  accompani- 
ment to  the  song.  By  using  just  a  few  minutes  in  this  way  at 
regular  intervals  during  each  month,  I  have  taught  much  of  the 
following  outline: 

1.  Flag  salute — military. 

2.  Study  flag,  each  child  having  one — count  stars  and  stripes. 
If  children  do  not  .know  what  they  signify  have  them  find  out 
and  tell  you.      This  investigation  does  more  good  than  to  tell 
them.    Do  not  dwell  long-  on  reasons.    They  get  that  later.    Dwell 
more  on  following  points: 

3.  Whose  flag? — ours — our  own — we  love  it — our   country — 
what  country? — America — what  good  does  this  flag  do?     One  little 
boy  told  me  if  he  were  in  another  country  and  any  one  tried  to 
hurt  him  he  would  show  his  flag,  they  would  be  afraid  to  do  it. 

"Suppose  we  were  a  long  way  from  home  where  we  saw  noth- 
ing but  English,  Spanish  or  German  flags.  Would  we  be  made 
very  happy  to  find  an  American  flag  at  last?"  "Oh,  yes."  "Let 
us  learn  what  Mr.  Longfellow  says  about  that." 

"  Ah,  when  a  wanderer,  lonely,  friendless, 

In  a  foreign  harbor  doth  behold  that  flag  unrolled, 

'Twill  be  as  a  friendly  hand, 

Stretched  out  from  his  native  land, 

Filling  his  heart  with  memories  sweet  and  endless." 

4.  We  have  not  always  had  this  flag.     People  did  not  always 
know  of  our  beautiful  country  and  live  here.     Story  of  Columbus 
briefly  told.    How  he  believed  the  world  round — was  laughed  at — 
how  hard  it  was  to  get  money  and  ships  to  come — how  he  sailed 
and  sailed,  at  last  saw  land — what  kind  of  people  lived  here  then 
— Indians  like  Hiawatha.      Here  the  children  will  feel  very  much 
at  home  and  they  will  take  pleasure  in  reviewing  these  Indians 
they  know  about. 

5.  Some  good  people  in  England  who  could  not  worship  God 
the  way  they  wanted  to,  started  to  this  new  country  for  freedom. 
Who  were  they? — Pilgrims.      Have  the  children  make  three  little 
paper  ships,  name  them  "Mayflower,"  etc. — sail  them  over  the 
desks  (ocean).     Hiawatha's  people  thought  these  ships  were  "birds 
with   pinions" — called   the   people   "pale   faces."      Indians    and 
white  people  were  not  always  friends.     Indians  grew  troublesome 


LANGUAGE— HISTORY.  29 

— Pilgrims  had  to  carry  guns  to  church,  to  the  fields,  everywhere. 

6.  Use  stories  from  Mara  L.  Pratt's  History  series  telling-  of 
life  of  colonial  children.      Queer  schools — queer  habits  at  church 
— queer    dress — queer   cradles.      Sketches  on  blackboard  supple- 
ments work  nicely.      Margaret  Sangster's  "Little  Knig-hts  and 
Ladies"  is  a  good  book  for  history  reference;  from  it  I  quote: 

"  Little  Ruth  Endicott  tripping  and  airy, 
Sweet  as  a  snowdrop  and  wee  as  a  fairy, 
Found  it  hard  work  to  sit  still  as  a  mouse, 
«  Through  three  long  hours  in  the  Lord's  house; 

Where  all  the  children  went  gravely,  you  know, 
This  time  two  hundred  Thanksgivings  ago." 

7.  But  still  more  people  came  to  our  country  until  there  were 
thirteen  colonies  (refer  to  stripes  on  flag  and  count  them).     Eng- 
land thought  she  must  control  them.     She  did  many  things  our 
people  did  not  like.     Describe  ''Boston  tea  party" — tell  how  all 
the  old  ladies  used  rose  leaves  for  tea  to  keep  from  using  Eng- 
lish tea. 

8.  These  colonies  must  unite — "All  your  strength  is  in  your 
union."     They  must  have  a  man  to  be  president.     Whom  do  you 
think  was  chosen?     George  Washington.      Why?      Here  is  the 
place  to  talk  of  birth  of  our  flag  and  study  life  of  Washington, 
always  selecting  those  things  appealing  to  children. 

So  I  might  continue  through  our  country's  history  down  to 
civil  war  and  noble  Lincoln — what  part  he  played  in  freeing  the 
negroes.  End  series  by  giving  ideas  of  our  form  of  government 
in  games,  acting  it  out.  Then  lead  on  to  interesting  history  an- 
ecdotes of  other  countries.  A  fine  book  for  study  of  general  his- 
tory is  "Ten  Boys  from  Long  Ago  'til  Now,"  by  Jane  Andrews. 

Here  is  a  device  for  History  keepsake — History  scrapbook  for 
father.  Many  other  things  may  be  made  for  mother,  this  is  for 
father. 

Each  child  get  a  five-cent  notebook,  linen  back,  side  fold. 
Let  them  bring  pictures  they  may  cut  out  from  any  source — flags 
— Indians — Puritans — ships — photographs  of  Columbus,  Wash- 
ington, Lincoln,  the  president  of  today,  and  many  such.  Show 
them  how  to  paste  in  a  picture.  Some  Friday  afternoon  a  prom- 
ised reward  is  fulfilled  by  giving  time  to  arrange  the  History 
Note  Book. 

This  outline  tells  but  little.  Please  put  plenty  of  patriotism 
and  enthusiasm  between  the  lines  and  I  am  sure  it  will  give  you 
many  pleasant  and  profitable — minutes — not  hours.  All  such 
work  is  done  in  the  minutes  and  serve  as  spice  for  the  whole  day. 


VI 

LANGUAGE  —  READING  AND  SPELLING. 


I  pause,  impressed  with  the  immensity  of  the  sub- 
ject. Reading-  —  the  greatest  language  subject  —  the  one 
that  takes  more  of  the  time  and  attention  of  the  teacher 
and  pupils  than  any  other.  The  ability  to  read  is  the 
key  that  opens  the  great  gems  of  thought  lying-  in  wait  in  all 
branches  of  future  study.  Therefore  let  it  be  well  taug-ht.  L,et 
your  methods  and  plans  be  such  as  to  develop  mental  vigor.  L<et 
them  be  both  logical  and  psychological.  L/ogical,  in  that  we 
have  the  arrangement  and  analysis  of  the  subject  clearly  within 
our  own  minds,  omitting  none  of  the  underlying  principles.  Psy- 
chological, in  that  we  meet  those  requirements  and  principles  ac- 
cording to  the  natural  unfolding  of  the  child  mind.  Work  "from 
the  known  to  the  unknown." 

The  logical  pedagogue  of  ten,  fifteen  and  twenty  years  ago, 
said:  "Sentences  are  made  up  of  words  —  words  of  syllables  — 
syllables  of  letters."  Therefore  we  will  begin  at  the  bottom, 
teach  the  a-b-c's,  then  the  a-b  ab's,  then  words,  then  short  sen- 
tences on  charts.  After  awhile  we'll  sprinkle  a  little  thought 
into  the  sentences.  This  last  stage  was  wofully  slow  in  reach- 
ing the  child. 

The  psychological  pedagogue  of  late  years  reasoned  thus: 
"What  is  reading?  It  is  the  process  of  gleaning  thought  from  a 
written  or  printed  page.  We  will  get  the  children's  thoughts 
from  their  own  experiences.  Give  them  their  own  sentences  to 
read.  Then  introduce  them  to  words  —  then  to  phonics  and  let- 
ters." This  brought  emancipation  to  child  mind.  It  brought 
the  thought,  sentence,  and  word  methods,  a  proper  use  of  pho- 
nics, and  I  trust  a  proper  place  for  spelling.  Do  not  abuse  these 
privileges,  use  them  wisely.  Remember  that  methods  and  de- 
vices are  only  ladders.  Do  not  use  one  method  exclusive  of  all 
others.  Study  your  pupils,  do  anything  to  meet  their  needs. 

The  first  lesson  in  reading  should  grow  out  of  the  child's  life. 
lyet  him  compose  his  own  sentences  from  his  own  experiences, 
using  his  own  vocabulary,  thus  always  placing  thought  before 
expression.  Please  read  Prof.  George  L.  Farnham's  book  on  the 
sentence  method.  Never  allow  stumbling;  do  not  let  a  child  be- 
gin it.  He  gives  you  a  sentence;  you  return  it  to  him  in  a  writ- 


LANGUAGE — READING  AND  SPEWING.  31 

ten  form  on  the  blackboard,  the  process  repeating-  itself  with 
many  pupils  until  those  sentences  are  known.  Then  as  a  word 
drill  allow  him  to  find  parts  of  the  sentences — words — and  he 
makes  their  acquaintance  quickly.  Never  let  him  stand  and  peer 
or  point  to  a  sentence  while  he  reads.  This  soon  develops  hesi- 
tancy and  stumbling-.  I/et  him  look  the  sentence *throug-h,  get- 
ting- the  thought;  then  when  he  has  something-  to  say  he'll  look 
you  in  the  face  and  say  it  with  a  brig-ht  expression.  Don't  worry 
about  expression.  Give  him  something-  to  say,  the  expression 
will  care  for  itself.  L<earn  to  read  by  reading- — read  a  great  deal. 
Have  it  understood  that  all  reading-  should  be  musical  and  pleas- 
ant so  that  the  hearers  may  enjoy  it.  Get  them  away  from  the 
idea  of  learning-  words  while  they  read.  Class  criticisms  may  be 
g-uided  by  the  teacher  in  such  a  way  as  to  be  pleasant  and  bene- 
ficial. For  instance:  Whose  reading-  did  you  enjoy  most — why? 
Some  one  will  notice  a  technical  error,  and  instead  of  "John  left 
out  and";  "Mary  said  'to'  for  'it';"  or  perhaps  reading-  the  sen- 
tence wrong-  ag-ain,  thus  emphasizing-  the  error,  train  them  to 
say,  "Mary  read  her  sentence  wrong-."  "Very  well,  you  read  it 
correctly." 

A  nice  way  to  g-ain  fluency  in  reading-  is  for  certain  ones  to 
read  the  entire  lesson  after  it  has  been  read  in  sentences.  If  a 
reader  is  being-  used,  have  enoug-h  pass  to  the  front  of  the  room  to 
personate  all  the  characters  and  play  out  the  lesson.  Another 
way  to  gain  fluency  and  encourag-e  musical  reading-  so  that  all 
may  enjoy  it,  is  to  have  the  literary  club  to  which  I  have  already 
referred,  and  select  reading-  from  material  already  used  in  class. 

I  hear  your  breathless  exclamation:  What,  no  attention  to 
words,  phonics,  spelling1!  Children  must  know  words;  there  are 
some  who  will  stumble.  Certainly,  dear  teachers,  I  agree  with 
you.  L<et  us  talk  about  that  for  awhile.  Artists  in  sculpture  and 
painting-  must  g-o  through  weary  days  of  mechanical  work  in 
order  to  give  the  world  their  thoughts.  Fine  musicians  will  tell 
you  of  years  of  technical  drill  before  they  can  interpret  and  ren- 
der the  inspiring  compositions  of  the  masters.  Words,  phonics, 
letters  and  spelling  are  the  mechanics  of  reading.  Many  lessons 
must  be  spent  on  them  before  the  children  can  use  them  in  read- 
ing thought  fluently  and  intelligently.  But  here  is  the  point  I 
would  emphasize.  Read  when  you  read.  Do  not  mix  up  word 
and  phonic  drills  with  the  reading  lesson.  After  words  have 
been  used  in  thought  and  sentence  take  them  out  and  drill. 
Have  word  games,  word  parties,  word  matches,  galore.  (See 
game  for  action  words  in  Chapter  IX.)  The  more  the  better  of 
attractive  stories,  and  puzzles,  and  building  in  phonics.  I 


32  LANGUAGE — READING  AND 

believe  in  phonics.  After  the  first  three  or  four  weeks,  phonics 
should  be  carefully  begun  by  pulling-  to  pieces,  slowly,  some 
words  they  have  learned  well.  Continue  this  plan  until  power 
and  mastery  is  gained  over  all  sounds  in  known  words  of  rea- 
-  soiiable  form.  Never  tell  a  child  anything-  he  can  get  for  himself. 
Develop  power  within  him,  then  do  not  tell  him  new  words. 

You  may  be  asking  why  I  do  not  take  a  class  of  beginners 
and  illustrate  to  you  the  whole  process  from  the  much  abused 
"cat"  down  to  the  close  of  first  year.  Because  we  do  not  need  it, 
and  I  wish  many  of  the  principles  set  forth  here  to  apply  to  any 
grade  in  which  reading  is  taught.  We  have  read  of  model  cases 
all  our  teaching  days.  We  have  seen  practical  demonstrations  at 
institutes.  Best  of  all  we  have  had  classes  of  our  own.  We  need 
no  more  of  this,  no  more  devices  to  copy,  but  more  thought  and 
application  to  develop  our  own  methods  according  to  right  mind 
principles. 

We  have  all  had  parents  come  to  us  after  a  few  months  of 
First  grade  work,  to  know  why  the  children  have  not  learned  all 
their  letters  and  cannot  spell  long  lists  of  words. 

Sometimes  we  are  able  to  convince  them  how  much  more 
intelligently  children  read  who  are  led  to  it  through  thought, 
sentence,  words  and  phonics — then  to  letters  and  spelling.  I  am 
not  surprised  that  these  parents  are  loathe  to  leave  the  old  way, 
fearing  the  new  because  they  do  not  understand.  But  when 
teachers  of  experience  insist  that  children  who  have  been  reading 
but  four  or  five  months  ought  to  spell  orally  and  written  all  the 
words  they  read,  I  am  surprised.  Think  of  it,  teachers;  how 
many  years  have  you  known  how  to  read  ?  Can  you  spell  from 
memory  all  the  words  you  can  read  ?  Aren't  there  many  words 
you  know  instantly  by  sight  and  can  read  unhesitatingly,  were 
you  asked  to  spell  you  would  fail  ?  Then  have  mercy  on  the  little 
ones.  Some  would  hold  up  their  hands  in  horror  were  I  to  sug- 
gest leaving  that  long  list  of  ten  and  twelve  words  per  day  out  of 
the  program.  I  believe  in  spelling,  preceded  by  phonics,  thus 
building  a  foundation  for  all  future  spelling.  I  would  develop 
phonics  from  known  words  by  means  of  vocal  drills,  applying 
the  principles  so  learned  in  sounding  out  and  mastering  new 
words.  Children  will  be  able  to  recognize  an  immense  vocabu- 
lary through  correct  markings  and  phonics. 

I  would  teach  the  names  of  the  letters  incident  to  this  phonic 
drill  and  in  writing  lessons,  being  careful  that  it  be  not  so  inci- 
dental nor  accidental  that  half  the  class  will  not  know  them. 
The  last  thing  before  leaving  the  First  year  I  would  have  them 
learn  to  say  the  alphabet  by  rote,  usually  by  means  of  a  song  or 


LANGUAGE — READING  AND  SPEUJNG.  33 

some  entertaining-  exercise.  They  will  need  it  later  in  dictionary 
use  and  alphabetical  arrangements.  But  I  would  take  no  precious 
reading1  or  word  drill  time.  I^et  it  come  on  as  a  rest  exercise. 

Begin  the  spelling  lessons  after  about  five  months  but  let 
them  be  also  the  beginning  of  correct  forms  in  written  Language. 
Use  sentence  method  first,  being  so  careful  that  they  will  have 
no  chance  to  make  mistakes  in  use  of  capitals,  spelling  or  ending 
sentences.  They  have  already  copied  from  original  language 
sentences  or  reading  enough  to  be  familiar  with  simple  sentence 
form.  Have  enough  spelling  orally,  by  sound  and  letter,  for 
clear  enunciation.  Make  it  your  aim  to  have  them  spell  a  certain 
list  of  words  from  their  reading  work  so  thoroughly  that  they  are 
almost  perfect — some  will  be  perfect.  But  be  so  wise  in  the 
selection  of  that  list  according  to  phonics  that  it  will  form  a 
foundation  for  future  spelling.  Then  branch  out  from  these. 
Let  your  motives  in  spelling  be  just  as  definite  as  in  any  other 
study.  We  who  think  we  must  have  a  list  of  ten  or  twelve  words 
a  day  in  order  to  cover  entire  reading  course  are  guilty  of  encour- 
aging a  careless  "hit  or  miss"  habit.  The  children  become  about 
as  well  satisfied  when  they  "miss"  as  when  they  "hit."  We  our- 
selves are  apt  to 'think,  "Keep  them  spelling,  lots  of  spelling, 
spell,  spell,  spell;  they'll  learn  to  spell  by  the  jingle,  by  hearing 
it  in  the  air."  Ten  type  words  carefully  selected  and  thoroughly 
learned  are  worth  one  hundred  attempts  where  about  twenty-five 
are  spelled,  the  rest  missed,  thus  feeding  a  bad  habit.  Just  as 
we  do  not  give  the  chance  to  stumble  in  reading,  so  do  not  give 
the  opportunity  to  stumble  in  spelling.  "An  ounce  of  preventive 
is  worth  a  pound  of  cure." 


VII 

NUMBERS. 

is  not  a  subject  in  the  common  school  curriculum 
that  has  received  more  earnest  thought  and  investigation 
than  numbers.  Educators  great  and  small  have  given  it 
much  attention  and  practical  experiment.  We  have 
watched  the  development  of  the  "Speers"  system  in  Chicago, 
also  the  new  lines  taken  up  in  the  Kansas  City  schools.  Many 
others  have  given  us  progressive  articles  in  educational  journals. 
What  has  been  the  influence?  We  find  that  numbers  is  the  process 
of  measuring,  that  our  abstract,  meaningless  work  must  cease. 
In  its  place  give  practical  occupation  work,  mea-suring,  perform- 
ing, living  the  process  taught.  Those  long  columns  of  meaning- 
less figures,  memorized,  copied,  or  any  way  to  show  the  teacher 
great  slates  full  of  faultless,  beautiful  work,  is  a  thing  of  the 
past.  Some  educators  would  move  the  subject  of  numbers  from 
first  grade  up  into  third  or  fourth,  urging  that  when  the  mind  is 
ready  there  will  be  as  much  accomplished  in  a  few  weeks  as  has 
been  struggled  over  during  the  first  years.  Others  say,  "Do  not 
teach  numbers  in  the  First  year,  make  it  incidental." 

Children  are  lovers  of  law  and  order.  You  cannot  keep  them 
from  measuring,  counting,  grouping,  and  arranging  symmetric- 
ally according  to  number.  It  comes  in  reading,  language,  calis- 
thenics, and  drawing.  In  fact,  every  place  in  schoolroom  work 
children  have  a  number  appetite,  therefore  we  must  feed  it.  Watch 
that  little  boy,  he  is  pointing  and  counting  all  the  children  in  the 
room;  now  all  the  boys,  now  the  girls,  now  the  windows,  now  the 
desks,  now  he  arranges  his  spelling  words  in  groups.  Has  he  any 
small  objects,  they  too  are  arranged  in  groups  or  figures  accord- 
ing to  number.  Teach  First  year  children  how  to  form  nice  figures 
as  a  part  of  the  writing  lesson.  He  wishes  to  know  on  what  page 
he  reads.  Teach  him  to  read  numbers  as  far  as  he  uses  them.  I 
would  take  abstract  numbers  away  from  First  year  and  leave 
nothing  but  what  may  be  actually  performed  or  clearly  demon- 
strated by  games.  Be  definite  in  purpose.  Call  it  what  you  like, 
place  it  where  you  like,  but  meet  the  mental  appetite. 

Just  as  in  reading  and  spelling  we  proceed  carefully  to  avoid 
habits  of  stumbling,  so  in  numbers;  deal  so  naturally  and  thor- 


NUMBERS.  35 

oughly  with  the  concrete  that  the  written  symbol  will  be  a  natural 
expression  of  what  he  knows.  Number,  as  to  its  practical  appli- 
cation and  definite  limits,  is  in  such  a  state  of  transition  we  can 
not  give  outlines  for  special  grades.  Let  us  not  cease  our  careful 
observations.  Work  conscientiously  according-  to  rig-ht  principles. 
Teachers,  help  to  solve  this  problem.  Do  not  drift  with  the  tide 
until  some  one  else  tells  a  way,  then  follow  blindly.  That  will 
never  develop  strength.  I  will  give  you  some  of  the  plans  I  have 
used.  They  may  be  of  some  assistance  during-  this  transition 
period.  We  will  suppose  the  limit  of  work  to  be  the  use  of  num- 
bers through  twelve.  Apply  the  following  plans  to  any  number 
from  about  four  to  twelve. 

Draw  many  pictures  on  the  blackboard  in  which  the  story  has 
a  definite  number  idea.  Have  many  different  sets  of  objects  for 
the  children  to  use,  being  careful  they  are  not  so  flashy  or  re- 
markable that  the  number  combination  is  lost.  Shells,  pebbles, 
eucalyptus  caps,  leaves,  flowers,  rose  petals,  etc.,  are  good.  Kin- 
dergarten forms,  such  as  cubes,  spheres  and  cylinders  may  be 
bought  in  large  numbers.  Never  pass  the  counters  selecting  the 
number  for  the  child.  Half  the  purpose  of  the  lesson  is  defeated. 
Ivet  each  child  select  the  proper  number  from  a  box  placed  at  the 
front  of  each  row.  This  may  be  done  quickly,  quietly  and  po- 
litely. Now  some  games.  Suppose  our  number  is  six. 

1.  Objects  in  a  row  on  desks.      Cover  up  half — how  many 
left?     Cover  up  four — how  many  left?      Cover  two — cover  three — 
cover  one-third. 

2.  One  child  takes  his  counters,  passes  up  in  front.      He  di- 
vides them  so  no  one  can  see,  hides  them  behind  him.      Others 
guess — "Four  and  two" — "three  and   three" — "five   and  one" — 
"six  and  zero" — giving  all  combinations  making  six.      The  one 
guessing  correctly  be  next  to  hide  counters,  thus  keeping  up  the 
game. 

3.  Guessing  game.     Teacher  says,  "Children,  I  am  thinking 
of  something  that  will  make  six."      With  objects  before   them 
they  venture  some  guesses.      Four  and  two — two  three's — three 
two's,  etc. 

4.  Have  a  set  of  six  large  objects  on  a  table  where  all  can 
see.      All  hide  faces.      Select  one,  who  slips  up  and  takes  away 
four,  hides  them  behind  her.      "Heads  up.     John,  what  did  Mary 
do?"     "She  took  away  four."     "How  do  you  know?"      "Because 
there  are  only  two  left."      "Hide  faces  again."      John  goes  this 
time.     He  slides  them  along  in  groups.     "Heads  up.     Katie,  what 
do  you  see?"     "I  see  three  two's." 


36  NUMBERS. 

5.  Coyote  game.     They  play  their  objects  are  little  chickens; 
they  lock  them  up  iif  coops  for  the  night.      Select  a  coyote  for 
each  row.      Whisper  to  them,  telling-  one  to  take  two  from  each 
one  in  his  row,  another  four,  etc.      "Wake  up  children.      Frank, 
what  happened  to  your  chickens?"     "While  I  was  asleep  a  coyote 
came  and  took  four;    now  I  have  only  two  left."      Continue  the 
g-ame  until  many  haye  taken  part  and  all  combinations  reviewed. 

6.  The  bean  bag-  game  delights  the  children.      Have  a  real 
bean  bag  board.      Make  pretty  little  red  bean  bags.      Have  two 
children  at  a  time  select  a  number,  you  suggest  from  the  box. 
Suppose  Fred  selects  seven.      He   throws   and   is   watched  with 
breathless  interest.      When  he  has  finished  he  tells  how  many  go 
through  the  hole  and  how  many  miss. 

7.  We  have  our  pint  and  quart  measures  and  play  milk  wag- 
on,  measuring   out   water,   thus   getting  definite  ideas  of  pint, 
quart  and  gallon. 

The  Prang  model  box  has  such  an  excellent  assortment  of 
sticks  that  have  proven  an  endless  delight  to  us  in  numbers.  We 
first  became  acquainted  with  the  one-inch  stick,  finding  all  of 
them  we  could  in  our  boxes,  Then  we  found  out  how  many 
inches  long  our  books  were,  our  boxes,  desks,  pencils,  paper. 
Then  we  guessed  at  the  number  of  inches  wide  or  long  other 
things  were.  Then  we  tested  our  conception  of  an  inch  by  trying 
to  draw  lines  just  one  inch  long.  We  found  we  were  not  exact 
but  became  more  expert  with  practice.  We  followed  this  same 
plan  with  two,  three,  four,  five  and  six-inch  sticks,  getting  a 
pretty  accurate  idea  of  them.  When  we  came  to  work  with  twelve 
I  put  a  foot  ruler  at  each  child's  place  at  the  number  table  (we 
kept  all  our  number  material  there,  saving  confusion  at  seats 
and  giving  children  complete  change  when  time  came  for  num- 
bers). We  first  took  a  one-inch  stick  and  measuring  carefully 
found  our  ruler  was  twelve  inches  long.  The  children  were  de- 
lighted to  find  the  little  numbers  telling  the  inches.  Then  we 
found  how  many  two-inch  sticks  fitted  the  ruler.  How  many 
three,  four,  six-inch  sticks.  Do  you  think  they  were  very  long 
gaining  an  intelligent  idea  of  one-half,  one-third,  one-fourth  of 
twelve?  Here  we  used  the  dozen  and  half-dozen  in  many  ways, 
applying  to  marbles,  eggs,  leaves,  buds,  etc.  Then  what  fun  to 
use  the  two-foot  ruler  to  measure  things.  We  found  how  long 
our  number  table  was,  our  sand  table,  platform,  windows,  teach- 
er's desk,  and  schoolroom.  From  the  foot  we  studied  the  yard. 

One  of  the  best  things  for  occupation  work  at  seats  is  to  use 
the  Prang  sticks  in  this  way:  Suppose  our  number  is  seven. 
"Children,  make  as  many  seven-inch  sticks  on  your  desks  as  you 


NUMBERS.  37 

can,  using-  one-inch  sticks  for  the  first,  lay  the  others  below." 
For  fifteen  minutes  they  will  be  quiet,  busy,  and  well  employed. 
What  do  we  see?  Desks  full  of  seven-inch  sticks.  Did  they  know 
what  they  were  doing-?  L,et  us  see.  "John,  tell  me  how  you 
made  one  of  your  sticks."  "I  used  a  four-inch  stick  and  a  three- 
inch  stick."  "Nell,  yours."  "I  used  three  two-inch  sticks  and  a 
one-inch  stick."  "Ned,  yours."  "I  used  a  two-inch  stick,  a  three- 
inch  stick  and  a  two-inch  stick."  This  exercise  is  invaluable. 
They  must  study  not  only  seven  but  all  combinations  below  in 
order  to  build  a  seven-inch  stick.  We  used  this  plan  in  all  num- 
bers up  to  ten. 

There  are  so  many  delig-htful  and  profitable  ways  for  occu- 
pation work  without  tedious  and  meaning-less  copying-  of  abstract 
numbers.  We  did  pass  from  the  concrete  to  expressions  in  sym- 
bols the  last  half  of  the  year,  and  attempted  much  of  it  because 
the  second  grade  course  demanded  they  be  able  for  it.  It's  no 
fault  of  the  poor  second  grade.  The  third  will  crowd  them,  and 
so  on,  up  to  the  high  school.  Where's  the  fault? 

The  field  of  nature  work,  drawing  and  clay  modeling  are  full 
of  number.  We  could  not  escape  it  if  we  would.  There  are  many 
practical  examples  we  might  give  that  appeal  to  the  children  at 
once.  "I  saw  three  birds  flying  after  worms  this  morning.  How 
many  wings  were  moving?"  "Four  little  children  looked  from  a 
window  and  watched  me  hurrying  through  the  rain.  How  many 
bright  eyes  saw  me?"  "Mother  sent  me  for  two  quarts  of  milk. 
How  many  pints  was  that?" 

There  are  circular  tablets  in  the  Prang  model  box.  Take  out 
as  many  as  are  desired.  Suppose  we  need  more  work  on  seven. 
"Children,  we'll  play  making  bicycles.  These  are  our  wheels. 
How  many  bicycles  can  you  make?  how  many  left  over?  How 
many  tricycles?  how  many  left?  How  many  carts?  How  many 
wheelbarrows?  Now  we'll  be  wagon-makers.  How  many  wagons 
can  we  make?  how  many  left? 

I  might  keep  on  suggesting  devices  but  your  own  work  and 
circumstances  may  give  rise  to  better.  Work  with  a  purpose. 
Feed  the  number  appetite  and  you  must  be  successful. 


VIII 

* 

MUSIC. 

rUSIC  has  had  a  great  struggle  to  gain  its  place  as  a  reg- 
ular subject  of  study  in  our  public  schools.  Honest 
school  trustees  and  parents  and  some  educators  op- 
posed it  for  many  years  because  it  was  not  needed  in 
order  to  earn  one's  living1.  It  was  a  luxury  for  those  who  had 
time  and  money.  All  came  to  realize,  however,  that  education, 
to  be  complete,  must  draw  out  and  develop  the  entire  being — must 
give  us  citizens  of  symmetrical  culture — souls  not  ready  for  prac- 
tical duty  only,  but  open  to  the  influence  of  the  beautiful  and 
emotional.  Hence  art  education  and  music  have  been  placed 
within  the  reach  of  the  humblest  American.  "What  inspiration 
it  is  to  step  into  an  audience  of  American  citizens  of  average 
education  and  hear  them  sing.  You  find  them  using  voices  rea- 
sonably well  and  reading  music.  This  condition  daily  improves 
as  the  product  of  our  schools  joins  them, 

The  victory  is  won,  music  has  its  place  on  our  program.  Let 
us  use  the  privilege  well.  There  is  no  thing  that  affords  us  so 
much  variety,  brightness,  emotional  expression,  and  ethical  cul- 
ture. It  comes  in  as  a  climax  to  every  other  subject.  If  we  read 
to  what  an  extent  music  is  used  with  the  poor  classes  in  great 
cities,  and  note  the  earnest  work  of  musicians  to  bring  it  to  them, 
we  realize  something  of  its  moral  influence.  Please  read  an  ar- 
ticle in  the  October  Cosmopolitan  of  '96— "Story  of  a  Child 
Trainer."  Study  the  secret  of  that  large-hearted,  sunny  music- 
teacher  of  Chicago — Prof.  William  Iy.  Tomlins.  He  says,  "In  all 
humanity,  at  the  very  heart  and  soul  of  the  boys  are  latent  ten- 
dencies for  good  and.  evil,  of  which  they  are  ignorant.  These, 
music  will  reach.  Music,  the  voice  of  love,  heaven-born,  God- 
given."  If  this  be  true,  let  us  hasten  to  fill  him  with  a  taste  for 
the  best  music.  L,et  us  reach  that  "latent  tendency  for  good" 
before  he  has  a  chance  to  realize  the  evil. 

I  would  make  the  same  plea  for  careful  selection  of  music 
gems  that  I  have  for  high-class  literature.  Do  not  waste  time 
and  enthusiasm  over  trifling  jingles.  Give  such  music  as  will 
enrich  as  long  as  it  can  be  recalled.  Do  not  suppose  that  I  would 


MUSIC.  39 

lead  children  beyond  their  voice  or  understanding-.  I  would  have 
it  simple  but  worthy  in  content.  Full  of  nature,  love,  fun,  and 
beauty. 

It  is  not  my  purpose  to  outline  a  music  course  or  give  special 
methods  of  instruction.  Many  of  my  readers  are  teaching-  schools 
where  special  methods  are  authorized,  or  instructors  provided.  I 
will  mention  six  general  points  that  I  have  seen  wholly  or  par- 
tially ignored  even  under  those  conditions. 

1.  Be  thorough  in  drills  on  scale  and  tone  perception. 

2.  Be  ever  alert  as  to  quality   of  tone.      One   of  Professor 
Tomlin's   greatest   maxims   was,    "Be  polite  in  tone  as  well  as 
manner,"      He  believed  in  a  direct  influence  of  tone  on  manner. 
How  true  even  in  use  of  voice  in  conversation.      Teach  the  chil- 
dren as  soon  as  possible  what  a  delicate  little  instrument  is  the 
throat.     If  habitual  care  and  delicacy  of  tone  is  cultivated,  then 
power  may  be  developed  as  needed  for  expression. 

3.  Do  not  neglect  the  little  monotone  singers.      The  natural 
warblers  will  sing.      They  soon  gain  tone  perception  and  tone 
quality.      They  will  lead  the  school  through  the  music  course  in 
a  very  short  time.     But  don't  let  them  do  it.     Stop  !     Pick  up  the 
little  ones  less  favored  by  nature.     Give  them  your  best  thought 
and  efforts.     I  never  realized  the  full  importance  of  this  until  the 
following  case  came  to  my  notice.     A  gentleman  of  my  acquaint- 
ance was  such  a  lover  of  music  he  could  not  hear  it  without  join- 
ing with  his  voice.      But  he  was  always  out  of  harmony.      He 
could  not  follow  nor  sing  with  you  the  most  familiar  tune.     Strike 
a  tone  on  the  piano  and  ask  him  to  take  it;    he  could  do  it  with 
great  difficulty.     I  encouraged  him  to  try  to  sing  the  scale,  which 
he  did  almost  correctly,  but  it  was  very  hard  for  him.    His  natural 
tone  quality  was  very  fine.    What  a  grief  it  was  to  him  and  often 
to  others  that  he  could  not  get  accuracy  of  tone.      I  said  to  him, 
"I  do  not  understand  how  you  could  grow  up  and  get  your  educa- 
tion and  not  sing  more  accurately.      Did  you  never  get  musical 
instruction  in  your  school  life?"      He  replied  with  much  feeling, 
"O  yes,  but  always  with  the  mass.      Those  who  could,  did  the 
singing;    the  rest  followed.      I  never  had  a  teacher  test  my  voice 
or  try  to  help  me  individually."      The  incident  touched  me.      I 
make  a  strong  plea  for  the  "monotones."      Single  them  out,  en- 
courage them,  use  all  the  pleasant  devices  you  can  to  drill  them 
in  tone  perception  and  scale.      They  must  have  this  foundation 
or  they  can  not  even  follow. 

4.  Consider  the   range     and   combinations   of    tones   when 
selecting  a  song. 


40  MUSIC. 

5.  Get  the  spirit  of  the  song-,  letting-  voice  reflect  the  con- 
tent.     If  it  be  sad,  joyful,  playful  or  serious, 'let  us  know  it  by 
the  way  the  song-  is  rendered.      lyet   expression  come  from  the 
hearts  of  the  children.     This  cannot  be  done  without  the  observ- 
ance of  the  next  point. 

6.  Be  sure  the  little  songsters  understand  the  language  and 
scene  of  the  song.      Teach  them  to  recite  the  words  first.     Ques- 
tion them  as  to  the  meaning.      Describe  the  scenery  if  you  can 
and  the   circumstances   accompanying   the  composition.      Find 
pictures  illustrating  the  scene.     Draw  pictures  on  the  blackboard. 
Make  a  piece  of  music  mean  as  much  as  a  selection  in  literature. 
When  you  have  done  this,  teachers,  you  have  opened  their  souls 
to  one  of  the  most  ennobling  influences  in  the  world — that  of 
good  music. 


IX 

RECREATION. 

ECREATION  in  Primary  grades  includes  calisthenics  and 
rest  periods.  These  should  occur  often.  There  should 
be  just  as  much  purpose  in  them;  they  should  be  as  care- 
fully planned  to  fit  into  and  complete  the  day's  work  as 
any  other  period.  Calisthenics  are  intended  to  develop  and  give 
rest  and  change  to  the  physical.  It  should  be  made  a  happy 
change  mentally,  as  well.  In  many  schools  there  is  a  system  of 
calisthenics  required.  It  is  to  be  hoped  a  pleasant  one.  But  in 
Primary  work  there  is  more  change  and  recreation  needed.  This 
may  be  given  without  interfering  with  the  regular  course.  I  give 
below  some  plans  I  have  followed. 

The  classes  that  come  to  us  in  the  fall  are  usually  promoted 
pupils,  hence  new  to  us.      Those  in  First  year  come  from  kinder- 
garten or  home.     First  thing  we  must  do  is  to  get  acquainted. 
"Children,  some  of  your  faces  I  know  and  some  I  do  not.    You 

do  not  all  know  me,  so  I  will  introduce  myself.     I  am  Miss 

.      I  am  coming  to  shake  hands  with  each  of  you.      I  want 

to  feel  each  warm  little  right  hand  in  mine  and  I  want  to  look 
straight  into  those  bright  eyes.  Some  time  today  you  may  tell 
me  your  names,  and  I  will  write  them  on  this  large  piece  of  pa- 
per." We  have  our  introduction.  Do  we  ever  forget  it?  It  taug-ht 
them,  too,  the  right  hand  in  a  way  they  will  never  forget. 

These  children  came  from  different  schools  or  homes.  No 
two  of  them  do  one  thing  alike.  Show  them  a  good  comfortable 
sitting  position.  Easily  back  on  the  seat,  hands  folded,  resting 
on  desk  before  them,  feet  crossed  a  little  forward  under  desk. 
Explain  to  them  that  at  any  time  when  attention  is  asked  this 
will  be  the  position  and  attitude  expected.  Then  teach  them  how 


42  RECREATION. 

you  would  like  to  have  them  stand,  as  one  great  body.  Not  in 
jerky,  ungraceful  movements  to  counting-,  but  a  nice  easy  side 
movement,  then  up.  All  done  to  two  words — attention,  stand  ! 
They  need  not  twist  around  to  see  if  the  others  are  up,  nor  lean 
on  desks.  I  have  noticed  the  less  I  talk  about  such  thing's  the 
more  self-reliant  they  become.  Never  give  a  second  order  until 
the  first  has  been  obeyed  explicitly  by  every  pupil  in  the  room. 

As  soon  as  a  pause  is  noticed  in  proceeding's  each  one  will  beg-in 
to  examine  himself  and  that  corrects  the  fault.  If  some  one  ha- 
bitually causes  delay,  do  not  take  time  of  the  others  to  "nag1"  at 
him  several  times  a  day,  but  detain  him  after  the  others  and  cor- 
rect his  fault  alone.  Add  to  the  drill  in  standing-  that  of  walking 
easily  and  naturally  about  the  room  and  taking-  up  their  position 
as  a  class  in  places  in  which  they  must  recite  during  the  day,  at 
the  number  table  or  in  comfortable  rows  in  the  front  of  the  room. 
They  are  to  pass  to  and  from  the  room  and  hang-  hats  and  leave 
luncheons  in  cloak  rooms.  Teach  them  how  to  do  this  during 
rest  periods  when  they  cannot  be  disturbed  by  other  schools  pass- 
ing at  the  same  time.  They  must  learn  the  order  in  which  they 
pass,  form  lines,  hang  hats  in  order;  it  saves  time  and  confusion. 
You  may  observe  mentally,  "Those  are  very  small  things  with 
which  to  consume  time  and  space  in  this  book."  They  are  small 
things,  that  is  why  I  mention  them.  I  have  seen  the  entire  dis- 
cipline of  a  schoolroom  a  failure,  and  time  wasted  in  repeating 
trifling  directions,  simply  because  the  small  things  in  the  me- 
chanical regime  of  the  school  day  were  ignored.  Give  attention 
to  these  things  as  a  rest  and  change  from  work  for  the  first  week 
or  two.  The  children  are  getting  acquainted  with  you  and  their 
surroundings,  and  you  are  saving  many  little  cases  of  disci- 
pline that  would  consume  time  and  patience. 

Breathing  exercises  many  and  varied  should  be  used,  always 
being  careful  that  lungs  and  diaphram  are  used  instead  of  shoul- 
ders and  toes  as  we  so  often  see.  Throw  doors  and  windows 
wide  open. 

There  should  be  some  exercises  to  give  quick,  concise,  mili- 
tary movements.  I  have  used  flag  drill  with  this  as  secondary 
motive,  and  the  following  little  military  drill,  given  by  R.  Anna 
Morris  in  the  Primary  education:  "Children,  would  you  like  to 
drill  like  soldiers?  How  many  have  noticed  how  promptly  the 
soldiers  move  when  the  captain  gives  orders?  I'll  be  your  cap- 
tain. We  have  no  guns;  we  will  use  our  arms.  When  I  say 
"Arms",  you  move  promptly;  the  first  word  will  tell  you  what  to 
do  with  your  arms."  The  teacher  should  use  "military  sharpness 
and  inflection"  in  giving  orders. 


RECREATION. 


43 


(Teacher's  command.) 

1.  Fold  Arms! 

2.  Extend  Arms! 

3.  Support  Arms! 

4.  Advance  Arms! 

5.  Reverse  Arms! 

6.  Raise  Arms! 

7.  Carry  Arms! 

8.  Shoulder  Arms! 

9.  Cross  Arms! 

10.  Present  Arms! 

11.  Rest  Arms! 

12.  Secure  Arms! 


(Children's  response.) 
In  front. 

At  side,  palms  down. 
Hands  clasped  back  of  head. 
Extend  in  front,  palms  up. 
Folded  back. 
Vertical  over  head. 
Cross  hands  on  chest. 
Upper   arm   horizontal   at   the   side. 

Fingers  on  shoulders. 
Forearms  crossed  over  head. 
Cross  arms  in  front,  shoulders  high. 
Hands  on  hips. 
Clasp  hands  in  front. 


The  best  time  to  teach  action  words  is  in  a  recreation  period. 
This  must  be  introduced  gradually.  Take  about  five  minutes 
first  day.  "I  am  going  to  whisper  in  Mary's  ear  and  tell  her  to 
do  something."  I  whisper — Mary  flies  like  a  bird.  I  write  fly  in 
a  conspicuous  place  in  colored  chalk.  I  tell  another  to  run,  an- 
other to  hop,  another  to  read,  until  I  have  a  list  of  eight  or  ten 
action  words,  including  "stand"  and  "sit."  The  next  day  when 
rest  time  comes  I  point  to  "stand;"  they  all  stand.  They  fly 
around  room  once  and  down  to  seats  in  orderly  way,  no  confu- 
sion. They  run,  hop,  jump,  pretend  to  read  from  hands,  etc., 
until  list  is  complete,  then  I  point  to  word  "sit"  and  they  sit. 
They  always  know  those  words  when  they  come  to  read.  What 
delightful  times  we  had  learning  them. 

The  butterfly  game  as  described  in  Chapter  I  is  delightful 
for  physical  change  and  mental  rest,  supplements  language  and 
takes  about  two  minutes. 

Plant  game. — "Children,  play  you  are  little  seeds  planted  in 
the  warm  earth.  Now  the  sun  shines  on  you,  now  the  rain  falls 
(teacher  makes  pattering  sounds  on  her  desk  with  fingers).  You 
are  getting  too  large  for  your  coats.  Pop  go  the  coats!  Little 
roots  begin  to  grow  in  the  ground  (children  stretch  out  feet); 
now  little  leayes  begin  to  grow  (stretch  arms  up  slowly);  now 
you  are  getting  to  be  tall  plants  (they  stand  in  aisle,  stretch  up 
arms);  the  pleasant  winds  come  to  blow  your  branches  and  play 
with  the  leaves  (wave  arms  as  if  wind  blew). 

Bird  game. — Play  out  migration  of  birds  flying  from  north 
to  south.  m  Sing  song  given  in  Chapter  III — "Oh,  where  have  you 
been  little  birds?"  Divide  school,  boys  singing  first  part  of 
stanza,  girls  being  the  birds/ 


44  RECREATION. 

I  might  continue,  giving-  geography  games  playing  out  the 
directions  N.  S.  K.  W.,  or  commerce  between  races.  But  I  sim- 
ply want  you  to  catch  the  spirit  of  such  recreation  periods  as  will 
give  physical  and  mental  change,  yet  aid  materially  in  making 
the  children  orderly,  obedient  and  happy.  Keeping-  in  their  very 
hearts  and  lives  the  beautiful  things  they  learn  from  nature. 


X 

CONCLUSION. 

reference  I  have  made  to  the  crowded  condition  of  the 
school  course  is  made  stronger  by  reading  "The  Murder 
of  the  Modern  Innocents,"  by  Mrs.  Lew  Wallace.  (La- 
dies' Home  Journal,  February,  '99.)  Were  that  article  less 
easy  of  access  I  would  quote  it  entire.  It  not  only  pictures  exist- 
ing evils,  but  voices  the  sentiment  of  many  intelligent  Americans 
who  are  awakening  to  existing  conditions.  Let  us  view  the  situ- 
ation. High  school  superintendents  and  teachers  demand  that 
the  school  course  be  largely  covered  before  pupils  enter  the 
twelfth  year.  There  they  must  receive  the  finishing  polish. 
This  leads  to  a  crowding  of  subjects  into  the  tenth  year.  They 
in  turn  crowd  the  ninth,  and  so  on  down  to  the  sixth;  yes,  even 
to  the  first.  But  First  year  teachers  reach  the  impossible  sooner 
than  the  others  because  the  little  minds  simply  cannot  meet  the 
demands.  So  they  try  to  move  some  things  forward  into  the 
second,  the  second  into  the  third,  until  the  fourth,  fifth  and  sixth, 
being  crowded  from  above  and  pushed  from  below — teachers  and 
pupils  are — 

" weary  with  dragging  crosses, 

Too  heavy  for  mortals  to  bear." 

We  see  little  ones  who  should  have  recreation  out  of  school 
hours,  eat  bread  and  milk  for  supper,  and  retire  to  sweet  rest  at 
eight  o'clock,  trudging  home  with  bundles  of  books,  "to  be  stud- 
ied at  night  in  hot  rooms  by  fierce,  sight-destroying  lights."  If 
we  do  not  beware,  our  free  school  system  that  should  be  such  a 
blessing,  will  bring  the  curse  of  weakened  youth.  Seeing  and 
not  correcting,  it  may  be  said  of  us — 

"  Thus  from  the  time  we  first  begin  to  know, 
We  live  and  learn  and  not  the  wiser  grow." 

Where  lies  the  fault?  Shall  we  blame  the  leading  educutors 
and  people  in  larger  school  positions?  Shall  we  blame  the  grade 
teachers?  Can  it  be  that  the  good  citizens,  parents  of  the  chil- 
dren, are  at  fault?  If  we  look  at  the  problem  -fairly  we  must 


46  CONCLUSION. 

g-ive  a  share  of  blame  to  each  of  the  three  great  bodies  men- 
tioned. The  mistakes  have  been  made  through  honest,  sincere 
efforts  of  each  class  to  render  symmetrical  the  educational  facil- 
ities for  all  American  children.  I  have  no  sympathy  with  those 
critics  of  public  instruction  who  question  this  sincerity.  There 
is  nothing  that  causes  the  heart  of  a  loyal  pedagogue  to  swell 
with  righteous  indignation  as  the  thrusts  of  people  who  blame 
the  school  system  for  trivial  mistakes  of  individual  teachers. 
These  people  as  a  rule  never  visit  the  schools;  they  give  the  cry 
of  "Red  tape,"  "Teachers'  love  of  show,"  "They  earn  their 
money  easier  than  any  other  lot  of  people,"  "We  pay  our  taxes, 
therefore  we  need  give  no  helping  sympathy,  no  personal 
interest." 

Were  it  not  for  the  wreck  that  would  ensue,  would  that  we 
might  turn  over  to  them  affairs  of  public  instruction  for  one 
year,  and  then  examine  their  nervous  systems  at  the  end  of  that 
time.  Ah,  no,  we  dare  not.  We  would  have  but  a  sad  realization 
of  the  story  of  Phaeton  and  his  drive  through  the  skies. 

Come,  you  sympathizing,  earnest,  helpful  parents  and  edu- 
cators, let  us  reason  together.  Where  lies  the  fault  of  our  over- 
crowded school  course?  Parents  have  said,  "We  can  afford  to 
send  our  children  to  school  only  so  many  years.  The  burden  of 
living  is  heavy;  they  must  help  to  earn  it.  Yet  we  want  them  to 
have  a  well-rounded  education."  Educators  set  to  work  to  meet 
this  problem.  These  pupils  must  be  ready  not  only  to  earn  a 
living,  but  they  should  be  well  versed  in  political  economy,  liter- 
ature, composition,  oratory,  art,  science  and  music.  All  this 
beside  the  three  R's.  Industrial  lines  were  later  added.  As 
problems  of  life  became  more  complex,  it  was  noticed  that  many 
pupils,  both  boys  and  girls,  were  compelled  to  leave  school  at  the 
end  of  the  ninth  year,  some  from  eighth.  The  desire  of  the  edu- 
cator to  give  them  as  much  breadth  as  possible>  before  entering 
the  great  world  of  endless  grind,  caused  more  crowding  of  sub- 
jects into  seventh,  eighth,  and  ninth  years. 

With  immature  minds,  weakened  nervous  systems  and 
strained  eyes,  young  students  are  grappling  with  Physics,  Ge- 
ometry, Algebra,  etc.,  suited  only  to  more  mature  minds.  Pri- 
mary grades  take  up  work  in  proportion.  The  grade  teachers,  I 
believe,  are  least  to  blame  of  any;  they  are  expected  to  cover  the 
amount  apportioned  to  them.  The  strain  on  our  youth  must  be 
lessened  or  our  nation  will  suffer.  Who  can  prescribe  a  remedy? 
We  must  all  help.  Parents,  think.  Teachers,  think  and  work. 
I/et  us  weed  out  the  subjects.  We  can  do  it.  The  right  will  pre- 
vail. This  condition  of  affairs  had  to  come  in  the  evolution  of 


CONCLUSION.  47 

the  great  cause  of  education,  and  with  our  combined  efforts  we 
may  evolve  schools  much  better— not  perfect,  for  then  we  would 
cease  to  progress — cease  to  grow. 

Parents  and  general  public,  either  allow  more  years  to  the 
public  school  or  do  not  expect  college  graduates  from  a  high 
school. 

Educators,  do  not  try  to  meet  such  a  demand.  Do  well  as 
much  as  you  can,  yet  preserving  robust  physiques  and  rosy 
cheeks  of  our  students. 

Grade  teacher,  be  encouraged;  keep  on  with  your  conscien- 
tious effort  to  lighten  the  burden  of  your  grade  as  far  as  is  possi- 
ble with  you. 

Perhaps  more  careful  correlation  of  subjects,  more  concise 
and  time-saving  methods,  more  effort  and  money  spent  on  indus- 
trial schools,  thus  strengthening  nerve  arid  physique  while  theo- 
ries are  put  into  practice,  might  help  to  solve  the  problem.  They 
are  worth  a  more  general  trial  than  they  are  getting. 

Primary  teachers,  we  are  a  great  body  in  numbers,  and,  I  be- 
lieve, great  in  soul  and  influence.  The  kindergarten  teachers 
are  our  right-hand  support.  We  have  grown  very  near  together. 
But  we  are  not  yet  near  enough  the  High  School  department. 
There  is  not  enough  unity  of  purpose.  We  are  building  a  foun- 
dation fpr  them;  we  must  make  it  strong,  worthy  of  a  magnifi- 
cent superstructure.  They  in  turn  should  be  watchful  that  they 
build  to  suit  the  foundation.  In  other  words,  we  must  see  the 
end  from  the  beginning.  They  should  see  the  beginning  from 
the  end  so  that  they  may  understand  the  path  along  which  their 
pupils  have  climbed. 

There  are  ways  in  which  we  have  not  made  our  influence 
felt.  The  great  educational  associations  and  institutes  repre- 
senting our  teaching  force  do  not  hear  enough  of  our  plans  and 
ideas.  We  hear  much  of  theirs  because  the  programs  are  usually 
arranged  by  intermediate  and  high  school  teachers. 

We  do  not  have  a  voice  in  the  arrangement  of  subjects  in 
Primary  grades,  nor  the  compilation  of  Primary  text  books,  nor 
the  length  of  school  sessions.  We  should  rebel.  This  is  not  as 
it  should  be.  If  we  claim  this  interchange  of  thought,  we  must 
make  ourselves  worthy  of  it.  While  our  devotion  to  juvenile 
work  and  literature  is  noble  in  content  and  broadening  to  our 
natures,  we  must  be  watchful  to  cultivate  the  same  breadth  in 
other  directions. 

It  is  well  to  follow  some  special  study  as  a  part  of  our  recre- 
ation. It  may  be  music,  literature  or  history,  and  always  current 
events.  In  general  reading— 


48  CONCLUSION. 

"  If  thou  have  time 

But  for  a  line,  be  that  sublime." 

If  these  "Pages  from  My  Note  Book"  have  led  one  teacher  a 
step  nearer  toward  a  home-like  schoolroom,  filled  with  love, 
cheer,  unselfishness,  industry,  neatness,  system  and  obedience,  I 
shall  feel  that  my  efforts  have  not  been  unfruitful. 

Follow  nature  in  the  way  the  children  will  lead  you — 

"  Art  may  err,  but  nature  cannot  miss." 
Be  sincere  in  your  purposes — 

"  This  above  all — to  thine  own  self  be  true 
And  it  must  follow  as  the  night  the  day, 
Thou  cans't  not  then  be  false  to  any  man." 


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